Cambridge IELTS 1

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Cambridge

Practice Tests for

IELTS

1

Vanessa Jakeman

Clare McDowell

C

A M B R I D G E

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PUBLISHED BY THF PRESS SYNDICATE OF THE UNIVERSITY OF CAMBRIDGE
The Pitt Building Trumpington Street Cambridge CB2 1RP United Kingdom

CAMBRIDGE UNIVERSITY PRESS

The Edinburgh Building, Cambridge CB2 2RU, United Kingdom
40 West 20th Street, New York, NY 10011-4211, USA

10 Stamford Road, Oakleigh, Melbourne 3166, Australia
© Cambridge University Press 1996

This book is in copyright. Subject to statutory exception

and to the provisions of relevant collective licensing agreements,
no reproduction of any part may take place without

the written permission of Cambridge University Press.

First published 1996

Third printing 1997

Printed in the United Kingdom at the University Press, Cambridge
ISBN 0 521 49767 1 Self-Study Student`s Book

ISBN 0 521 49766 3 Set of 2 cassettes

Copyright

The law allows a reader to make a single copy of part of a book
for purposes of private study. It does not allow the copying of
entire books or the making of multiple copies of extracts. Written
permission for any such copying must always be obtained from the
publisher in advance.

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Contents

Acknowledgements iv

Introduction 1

Practice Test 1 12

Practice Test 2 34

Practice Test 3 54

Practice Test 4 75

General Training Reading and Writing Modules 94

Tapescripts 107

Answer keys 130

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Acknowledgements

We would like to thank the staff and students of the following institutions for their assistance in
trialling these materials:

Wollongong English Language Centre; Australian College of English, Sydney; Hong Kong
Polytechnic; Waratah Education Centre, Sydney; International House, Queensland; Milton
English Language Centre, Sydney; Oxford Academy of English.

In addition, a number of our non-English speaking friends were kind enough to trial the
materials in their early formats

The authors and publishers are grateful to the following for permission to reproduce copyright
material.

Focus magazine for the extract on pp. 20-21 from A spark, a flint: how fire lept to life; BBC
WILDLIFE Magazine for the extract on pp. 24-5 from Showboat as Ark; The Guardian for the
extract on pp. 28-9 from Architecture — Reaching for the Sky by Ruth Coleman and for the
graphs on pp. 31 and 72; Geoff Maslen for the extract on pp. 40-41 from The Rights of the Left,
published by Good Weekend magazine; National Geographic magazine for the extract and map
on pp. 44-5 from America’s Beekeepers: Hives for Hire by Alan Mairson, National Geographic,
May 1993, and for the extract on pp. 80-81 from Glass: Capturing the Dance of Light by
William S Ellis, National Geographic, December 1993; the extract on pp. 48-9 is reprinted from
The Tourist Gaze, © John Urry 1990, by permission of Sage Publications Ltd; The European for

the extract on pp. 60-61 from Spoken Corpus Conies to Life, for the extract on pp. 64-5 from
Hobbits happy as homes go underground, and for the extract on pp. 84-5 from Why some women
cross the finish line ahead of men by Andrew Crisp; The Royal Zoological Society of New
South Wales for the extract on pp. 87-8 from an article by Hugh Possmgham in Conservation of
Australia’s Forest Fauna; Moulmex/Swan for the extract and illustrations on pp. 94-5 from
Instructions for a Moulmex Iron; Cambridge Coach Services for the extract on p. 96;
International Students House for the extracts on p. 99 and p. 101 from the International
Students’ A-Z: A guide to studying and living in London; Gore and Osment Publications for the
diagram on p 51 and the extract on pp. 102-3 from The Science and Technology Project Book;
BBC Good Food Magazine for the extract from Space Invaders, BBC Good Food Magazine,
January 1995, on which Practice Test 3, Listening, Section 4 is based; University of Westminster
for the extract from Getting it right: Essential information for international students on which
Practice Test 4, Listening, Section 2 is based: the IELTS Reading and Listening answer sheets
are reproduced by permission of the University of Cambridge Local Examinations Syndicate.
Photographs p. 20 The Science Photo Library/Adam Hart Davis; p. 80 (top) Image Bank; p. 80
(bottom) Damien Lovegrove.

The illustration on p. 84 is reproduced by permission of Mm Cooper/The European.
The drawings are by Julian Page. Maps and diagrams by HardLines.

Book design by Peter Ducker MSTD

The cassette recording was produced by James Richardson at Studio AVP, London

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Introduction

TO THE STUDENT

About the book

This book has been written for candidates preparing for the revised version
of the International English Language Testing System, known as IELTS.
This is a test designed to assess the English language skills of non-English
speaking students seeking to study in an English speaking country.

Aims of the book

— to prepare you for the test by familiarising you with the types of texts
and tasks that you will meet in the IELTS test, and the level and style of
language used in the test.

— to help you prepare for your studies at university or college

by introducing you to the types of communication tasks which you are
likely to meet in English speaking study environment.

Content of the book

The book contains four complete sample IELTS tests, each comprising

Listening and Speaking modules and Academic Reading and Writing modules.
In addition there is one set of the General Training Reading and Writing
modules. (NB all candidates do the same Listening and Speaking modules.)
To accompany the tests there is an answer key at the back of the book and you
should refer to this after you have attempted each of the practice tests. Also
included is an annotated copy of the listening tapescripts with the appropriate
sections highlighted to help you to check your answers. In addition, you will
find one model answer for each type of writing task to guide you with your
writing. There is a comprehensive key for the Reading and Listening sections,
but if you are in any doubt about your answers, talk to a teacher or an English

speaking friend. Where you are required to answer in your own words, the
answer must be accurate in both meaning as well as grammar in order to be
scored correct.

Benefits of studying for IELTS

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Introdution

These include:

• Reading and understanding written academic or training language

• Writing assignments in an appropriate style for university study or within a training
context

• Listening to and comprehending spoken language in both lecture format as well as
formal and informal conversational style

• Speaking to colleagues and lecturers on general and given topics in formal and
informal situations

Description of the test

There are two versions of the IELTS test:

Note: All candidates must take a test for each of the four skills: listening,

reading, writing and speaking. All candidates take the same Listening and
Speaking modules but may choose between the Academic or General Training
versions of the Reading and Writing sections of the test. You should seek

advice from a teacher or a student adviser if you are in any doubt about
whether to sit for the Academic modules or the General Training modules.

The two do not carry the same weight and are not interchangeable.

Test format

Listening 4 sections, around 40 questions 30 minutes + transfer time

Academic Reading 3 sections, around 40 questions 60 minutes OR General
Training Reading 3 sections, around 40 questions 60 minutes

Academic Writing 2 tasks 60 minutes OR General Training Writing 2 tasks 60
minutes

Speaking 10 to 15 minutes

Total test time 2 hours 45 minutes

General Training Module

for students seeking entry to a secondary
school or to vocational training courses
Academic Module

for students seeking entry to a university or
institution of higher education offering
degree and diploma courses

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WHAT DOES THE TEST CONSIST OF?

The Listening Module

Question types

You will meet a variety of
question types which may
include:

· multiple choice

· short answer questions
· sentence completion
·notes/summary/flow
chart/table completion
· labelling a diagram
which has numbered parts
· matching

Requirements
You must listen to four
separate sections and answer
questions as you listen. You
will hear the tape once only.
There will be between 38 and
42 questions. The test will
take about 30 minutes. There
will be time to read the
questions during the test and
time to transfer your answers

on to the answer sheet at the
end of the test.

The level of difficulty of the
texts and tasks increases
through the paper.

Situation types

The first two sections are
based on social

situations. There will be
a conversation between
two speakers and then a
monologue.

The second two sections
are related to an

educational or training
context. There will be a
conversation with up to
four speakers and a
lecture or talk of general
academic interest.

Requirements

You must read three reading

passages with a total of 1 500
to 2 500 words.

There will be between 38 and
42 questions. You will have
60 minutes to answer all the
questions.

The level of difficulty of the
texts and tasks increases
through the paper.

Types of material
Magazines, journals,
textbooks and

newspapers.

Topics are not discipline
specific but all are in a
style appropriate and
accessible to candidates
entering postgraduate
and undergraduate
courses.

Question types

You will meet a variety of
question types which may

include:

• multiple choice

• short answer questions
• sentence completion
• notes/summary/flow
chart/table completion
• choosing from a bank of
headings

• identification of writer`s
views or attitudes (Yes/
No/ Not given)

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Introdution

Academic Writing Module

Task types
Task I

You will have to look at a diagram, a table or short piece of text
and then present the information in your own words.

Your writing will be assessed on your ability to:
• organise, present and compare data

• describe the stages of a process
• describe an object or event

• explain how something works

You will also be judged on your ability to:

• answer the question without straying from the topic

• write in a way which allows your reader to follow your ideas
• use English grammar and syntax accurately

• use appropriate language in terms of register, style and
content

Task 2

You will have to present an argument or discuss a problem.
Your writing will be assessed on your ability to:

• present the solution to a problem
• present and justify an opinion

• compare and contrast evidence and opinions

• evaluate and challenge ideas, evidence or an argument
You will also be judged on your ability to:

• communicate an idea to the reader in an appropriate style
• address the problem without straying from the topic
• use English grammar and syntax accurately

• use appropriate language in terms of register, style and

content

Requirements

You must complete
two writing tasks.
You will have 60
minutes to complete
both tasks.

You should spend
about 20 minutes on
Task 1 and write at
least 150 words.

You should spend
about 40 minutes on
Task 2 and write at
least 250 words.

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General Training Reading Module

Question types

You will meet a variety of
question types, which may
include:

• multiple choice

• short answer questions
• sentence completion
• notes/summary/flow
chart/table completion
• choosing from a bank of
headings

• identification of writer’s
views or attitudes (Yes/No/
Not given)

• classification
• matching lists
• matching phrases
Requirements

You must answer questions
on three sections of

increasing difficulty with a
total of 1,500 to 2,500
words.

There will be between 38
and 42 questions. You will
have 60 minutes to answer
all the questions.

The level of difficulty of the
texts and tasks increases

through the paper.

Types of material

Notices, advertisements,
booklets, newspapers,
leaflets, timetables, books
and magazine articles.

Section 1

Social survival —
retrieving factual
information

Section 2

Training survival —
language in a training
context

Section 3

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Introdution

General Training Writing Module
Task types
Task 1

You will have to write a short letter in response to a given

problem or situation.

Your writing will be assessed on your ability to:
• engage in personal correspondence

• elicit and provide general factual information
• express needs, wants, likes and dislikes
• express opinions

You will also be judged on your ability to:

• answer the question without straying from the topic
• write in a way which allows your reader to follow your
ideas

• use English grammar and syntax accurately

• use appropriate language in terms of register, style and
content

Task 2

You will have to present an argument or discuss a problem.
Your writing will be assessed on your ability to:

• provide general factual information
• outline a problem and present a solution
• present and justify an opinion

You will also be judged on your ability to:

• communicate an idea to the reader in an appropriate style
• address the problem without straying from the topic
• use English grammar and syntax accurately

• use appropriate language in terms of register, style and
content

Requirements

You must complete two
writing tasks. You will
have 60 minutes to
complete both tasks.
You should spend about
20 minutes on Task 1 and
write at least 150 words.

You should spend about
40 minutes on Task 2 and
write at least 250 words.

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The Speaking Module

How is IELTS scored?

IELTS provides a profile of your ability to use English. In other words your IELTS
result will consist of a score in each of the four skills (listening, reading, writing,
speaking) which is then averaged to give the Overall Band Score or final mark.
Performance is rated in each skill on a scale of 9 to 1. The nine overall Bands and

their descriptive statements are as follows:

9 Expert user

Has fully operational command of the language: appropriate, accurate and fluent
with complete understanding.

8 Very good user

Has fully operational command of the language with only occasional

unsystematic inaccuracies and inappropriacies. Misunderstandings may occur in
unfamiliar situations. Handles complex detailed argumentation well.

Requirements

You will have to talk to an examiner for about 15 minutes.
The interview will be recorded. It is in 5 parts:

1 Introduction

— Basic introductions
2 Extended discourse

— You will talk at some length about general topics of
relevance or interest which will involve explanation and
description.

3 Elicitation

— You will be given a cue card which describes a
situation or problem. You must ask the examiner
ques-tions to obtain information.

4 Speculation and attitudes

— You will be asked to talk about your plans or
pro-posed course of study. You should demonstrate your
ability to speculate or defend a point of view.
5 Conclusion

— The interview comes to an end.

Assessment criteria
You will be assessed on the
following criteria:

• ability to communicate
effectively

• ability to use appropriate
vocabulary and structures
• ability to ask questions
• ability to take initiative in
a conversation

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Introdution

7 Good user

Has operational command of the language, though with occasional
inaccura-cies, inappropriacies and misunderstandings in some situations. Generally
handles complex language well and understands detailed reasoning.
6 Competent user

Has generally effective command of the language despite inaccuracies,
inappropriacies and misunderstandings. Can use and understand fairly
com-plex language, particularly in familiar situations.

5 Modest user

Has partial command of the language, coping with overall meaning in most
situations, though is likely to make many mistakes. Should be able to handle
basic communication in own field.

4 Limited user

Basic competence is limited to familiar situations. Has frequent problems in
understanding and expression. Is not able to use complex language.

3 Extremely limited user

Conveys and understands only general meaning in very familiar situations.
Frequent breakdowns in communication occur.

2 Intermittent user

No real communication is possible except for the most basic information using
isolated words or short formulae in familiar situations and to meet immediate
needs. Has great difficulty understanding spoken and written English.

1 Non user

Essentially has no ability to use the language beyond possibly a few isolated
words.

0 Did not attempt the test

No assessable information provided.

What is the pass mark?

There is no fixed pass mark in IELTS. The institution you want to enter will
decide whether your score is appropriate for the demands of the course of study
or training you want to undertake. However, as a general rule, scores below Band
5 in any one skill are considered too low for academic

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study; scores above Band 6 are deemed to be adequate to good. Overall Band
scores of 5 or 6 are borderline and may not be acceptable at many institutions. If
you are getting only about half of the questions in these sample tests correct, then
you are probably not quite ready to take the IELTS test. Again you should seek
advice from a teacher about your level of English. Remember you must allow a
duration of at least 3 months between each attempt at the test.

For further information about the test, see the IELTS Handbook available from all
test centres and also from UCLES (University of Cambridge Local Examinations
Syndicate), from I DP Education Australia and from British Council Centres.

HOW TO USE THIS BOOK

The tests in this book are similar in length, format and content to the real test, but
success in these tests will not guarantee success in the real test. It often seems
easier to work on practice materials than to sit the tests themselves because you
are not under the same pressure.

Timing

In order to maximise your use of these tests, you should make a note of the time it
takes you to answer each of the sections. As you progress through the book, be
stricter with yourself about the time you allow yourself to complete the sections.
Answer sheets

When you sit for the real IELTS test, you will have answer sheets on which to
write your answers. A sample of these is given at the end of this book. To help you
prepare for the test, we suggest that you write your answers on separate sheets of
paper, rather than in the book itself.

Answer keys
Listening

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Introdution
Reading

You will meet a number of different question types in the IELTS test. It is a
useful strategy to become familiar with them and learn how best to approach
them. The answer keys at the back of this book not only provide you with the
answer to each question, but also give a suggested approach to each type of
question, so take the time to work through them carefully.

Writing

You will find four sample answers to the writing tasks, one for each task type
on each module. These have been included to give you an idea of the type of
writing expected. However, there will be alternative approaches to each
question and the model answers given should not be seen as prescriptive.
Look carefully at the description of the writing test (given above in the

Introduction) to see exactly which criteria you should be paying attention to in
each task.

Speaking

The sample speaking tasks are to help you prepare for part 3 of the Speaking
test. Remember that the examiner will expect you to show how much English
you know and it is up to you to demonstrate that. You are expected to ask a lot
of questions in part 3 and the examiner will not speak very much and may
even appear to be “unhelpful” at times, to encourage you to ask more

questions. The sample speaking tasks include suggested examiner’s prompts
so that you can see how the interaction might unfold. It may be a useful
preparation strategy to work with a friend and practise the interview format in
this way, using the sample tasks in the book.

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LISTENING

Example

What has the woman lost?

A a briefcase C a handbag

B a suitcase D a wallet

Practice Test 1

SECTION 1 Questions 1-10
Questions 1-5

Circle the appropriate letter.

1 What does her briefcase look like?

A

B

C

D

2 Which picture shows the distinguishing features?

A

B

C

D

3 What did she have inside her briefcase?

A wallet, pens and novel C pens and novel

B papers and wallet D papers, pens and novel

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4 Where was she standing when she lost her briefcase?

5 What time was it when she lost her briefcase?

A

B

C

D

A

B

C

D

Questions 6-10

Complete the form Write NO MORE THAN THREE WORDS for each answer.

PERSONAL DETAILS FORM

Name: Mary(6) ...

Address: Flat 2

(7) ... (8) ... Road
Canterbury

Telephone: (9) ...

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Example

B Money promised for drought victims

Practice Test 1

SECTION 2 Questions 11-21

Questions 11-13

Tick the THREE other items which are mentioned in the news headlines.

NEWS HEADLINES

A Rivers flood in the north

C Nurses on strike in Melbourne
D Passengers rescued from ship
E Passengers rescued from plane

F Bus and train drivers national strike threat
G Teachers demand more pay

H New uniform for QANTAS staff

I National airports under new management

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Questions 14-21

Complete the notes below by writing NO MORE THAN THREE WORDS in the spaces
provided.

The Government plans to give (14) $ ... to assist the
farmers. This money was to be spent on improving Sydney’s

(15) ... but has now been re-allocated.
Australia has experienced its worst drought in over fifty years.

Farmers say that the money will not help them because it is
(16) ... .

An aeroplane which was carrying a group of (17) ...
was forced to land just (18) ... minutes after take-off.

The passengers were rescued by (19) ... . The
operation was helped because of the good weather. The passengers

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Practice Test 1

SECTION 3 Questions 22-31

Questions 22-25

Circle the appropriate letter.
Example

The student is looking for the School of
A Fine Arts.

B Economic History.
C Economics.
D Accountancy.

22 The orientation meeting
A took place recently.
B took place last term.
C will take place tomorrow.
D will take place next week.
23 Attendance at lectures is

A optional after 4 pm.
B closely monitored.
C difficult to enforce.
D sometimes unnecessary.

24 Tutorials take place

A every morning.
B twice a week.

C three mornings a week.
D three afternoons a week.
25 The lecturer’s name is

A Roberts.

B Rawson.

C Rogers.
D Robertson.

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Questions 26-31

Complete the notes below using NO MORE THAN THREE WORDS.

C o u r s e r e q u i r e m e n t s :

•A piece of work

ON A

given topic. Students must:

• (26) ...

for 2 5 minutes

• (27) ...

• give to lecturer for marking

Usually

(28) ...

(29) ...

Important books are in

(30) ... .

Focus on

(31) ... .

Tutorial paper:

Essay topic:

Type of exam:

Library:

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Practice Test 1

SECTION 4 Questions 32-41

Questions 32-33

Circle the appropriate letter.

32 The speaker works within the Faculty of
A Science and Technology.

B Arts and Social Sciences.
C Architecture.

D Law.

33 The Faculty consists firstly of
A subjects.

B degrees.
C divisions.
D departments.
Questions 34-36

Complete the notes m NO MORE THAN THREE WORDS.

The subjects taken in the first semester in

this course are psychology, sociology,

(34) ...………. and

.……...………. .

Students may have problems with

(35) ...………. and

(36) ………...………. .

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Questions 37-41

Circle the appropriate letter.

37 The speaker says students can visit her
A every morning.

B some mornings.

C mornings only.
D Friday morning.

38 According to the speaker, a tutorial
A is a type of lecture.

B is less important than a lecture.
C provides a chance to share views.
D provides an alternative to groupwork.

39 When writing essays, the speaker advises the students to
A research their work well.

B name the books they have read.
C share work with their friends.
D avoid using other writers’ ideas.
40 The speaker thinks that plagiarism is

A a common problem.
B an acceptable risk.
C a minor concern.
D a serious offence.
41 The speaker’s aims are to

A introduce students to university expectations.
B introduce students to the members of staff.
C warn students about the difficulties of studying.
D guide students round the university.

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Practice Test 1

READING PASSAGE 1

You should spend about 20 minutes on Questions 1-15 which are based on Reading
Passage 1 below

A spark, a flint: How fire leapt to life

The control of fire
was the first and
perhaps greatest
of humanity’s
steps towards a
l i f e - e n h a n c i n g
technology

To early man, fire
was a divine gift
randomly delivered
in the form of
lightning, forest
fire or burning lava.
Unable to make
flame for
themselves, the
earliest peoples
probabh stored fire

by keeping slow burning logs alight or by
carrying charcoal in pots.

How and where man learnt how to produce
flame at will is unknown. It was probably a
secondary invention, accidentally made
during tool-making operations with wood or
stone. Studies of primitive societies suggest
that the earliest method of making fire was
through friction. European peasants would
insert a wooden drill in a round hole and
rotate it briskly between their palms This
process could be speeded up by wrapping a
cord around the drill and pulling on each end.
The Ancient Greeks used lenses or concave
mirrors to concentrate the sun’s rays and

glasses were also
used by Mexican
Aztecs and the
Chinese.

P e r c u s s i o n
methods of
fire-lighting date back
to Paleolithic times,
when some Stone
Age tool-makers
discovered that
chipping flints
produced sparks.
The technique

became more
efficient after the
discovery of iron,
about 5000 vears
ago In Arctic North America, the Eskimos
produced a slow-burning spark by striking
quartz against iron pyrites, a compound that
contains sulphur. The Chinese lit their fires
by striking porcelain with bamboo. In
Europe, the combination of steel, flint and
tinder remained the main method of
fire-lighting until the mid 19th century.

Fire-lighting was revolutionised by the
discovery of phosphorus, isolated in 1669
by a German alchemist trying to transmute
silver into gold. Impressed by the element’s
combustibility, several 17th century chemists
used it to manufacture fire-lighting devices,
but the results were dangerously
inflammable. With phosphorus costing the

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eqimalent of several hundred pounds per
ounce, the hrst matches were expensive.
The quest for a practical match really began
after 1781 when a group of French chemists
came up with the Phosphoric Candle or

Ethereal Match, a sealed glass tube

containing a twist of paper tipped with
phosphorus. When the tube was broken, air
rushed in, causing the phosphorus to
self-combust. An even more hazardous device,
popular in America, was the Instantaneous

Light Box — a bottle filled with sulphuric

acid into which splints treated with chemicals
were dipped.

The first matches resembling those used
today were made in 1827 by John Walker,
an English pharmacist who borrowed the
formula from a military rocket-maker called
Congreve. Costing a shilling a box,

Congreves were splints coated with sulphur

and tipped with potassium chlorate. To light
them, the user drew them quickly through
folded glass paper.

Walker never patented his invention, and
three years later it was copied by a Samuel
Jones, who marketed his product as Lucifers.
About the same time, a French chemistry
student called Charles Sauria produced the
first “strike-anywhere” match by substituting
white phosphorus for the potassium chlorate

in the Walker formula. However, since white
phosphorus is a deadly poison, from 1845
match-makers exposed to its fumes
succumbed to necrosis, a disease that eats
away jaw-bones. It wasn’t until 1906 that the
substance was eventually banned.

That was 62 years after a Swedish chemist
called Pasch had discovered non-toxic red
or amorphous phosphorus, a development
exploited commercially by Pasch’s
compatriot J E Lundstrom in 1885.
Lundstrom’s safety matches were safe
because the red phosphorus was non-toxic;
it was painted on to the striking surface
instead of the match tip, which contained
potassium chlorate with a relatively high
ignition temperature of 182 degrees
centigrade.

America lagged behind Europe in match
technology and safety standards. It wasn’t
until 1900 that the Diamond Match
Company bought a French patent for safety
matches — but the formula did not work
properly in the different climatic conditions
prevailing in America and it was another 11
years before scientists finally adapted the
French patent for the US.

The Americans, however, can claim several
“firsts” in match technology and marketing.
In 1892 the Diamond Match Company
pioneered book matches. The innovation
didn’t catch on until after 1896, when a
brewery had the novel idea of advertising
its product in match books. Today book
matches are the most widely used type in
the US, with 90 percent handed out free by
hotels, restaurants and others.

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Practice Test 1

Questions 1-8

Complete the summary below. Choose your answers from the box at the bottom of the page
and write them in boxes 1 8 on your answer sheet.

NB There are more words than spaces so you will not use them all You may use any of the

words more than once.

EARLY FIRE-LIGHTING METHODS

Primitive societies saw fire as a ... (Example) ... gift. Answer heavenly

They tried to ... (1) ... burning logs or charcoal ... (2) ... that they could create
fire themselves. It is suspected that the first man-made flames were produced
by ... (3) ...

The very first fire-lighting methods involved the creation of ... (4) ... by, for
example, rapidly ... (5) ... a wooden stick in a round hole. The use of ... (6) ...
or persistent chipping was also widespread in Europe and among other peoples
such as the Chinese and ... (7) ... . European practice of this method continued
until the 1850s ... (8) ... the discovery of phosphorus some years earlier.

List of Words

Mexicans random rotating

despite preserve realising

sunlight lacking heavenly

percussion chance friction

unaware without make

heating Eskimos surprised

until smoke

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Questions 9-15

Look at the following notes that have been made about the matches described in Reading
Passage 1. Decide which type of match (A-H) corresponds with each description and write
your answers in boxes 9 15 on your answer sheet.

NB There are more matches than descriptions so you will not use them all. You may use any

match more than once.

Example Answer

could be lit after soaking in water H

NOTES

9 made using a less poisonous type of phosphorus
10 identical to a previous type of match

11 caused a deadly illness

12 first to look like modern matches
13 first matches used for advertising
14 relied on an airtight glass container

15 made with the help of an army design

Types of Matches
A the Ethereal Match

B the Instantaneous Lightbox
C Congreves

D Lucifers

E the first strike-anywhere match
F Lundstrom’s safety match
G book matches

H waterproof matches

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Practice Test 1

READING PASSAGE 2

You should spend about 20 minutes on Questions 16-28 which are based on Reading Passage
2 below.

Zoo conservation programmes

One of London Zoo’s recent advertisements caused me some irritation, so
patently did it distort reality. Headlined “Without zoos you might as well tell
these animals to get stuffed”, it was bordered with illustrations of several
endangered species and went on to extol the myth that without zoos like
London Zoo these animals “will almost certainly disappear forever”. With
the zoo world’s rather mediocre record on conservation, one might be
forgiven for being slightly sceptical about such an advertisement.

Zoos were originally created as places of entertainment, and their suggested
involvement with conservation didn’t seriously arise until about 30 years
ago, when the Zoological Society of London held the first formal

international meeting on the subject. Eight years later, a series of world
conferences took place, entitled “The Breeding of Endangered Species”, and
from this point onwards conservation became the zoo community’s

buzzword. This commitment has now been clearh defined in The World Zpo
Conservation Strategy (WZGS, September 1993), which although an

important and welcome document does seem to be based on an unrealistic
optimism about the nature of the zoo industry

The WZCS estimates that there are about 10,000 zoos in the world, of which
around 1,000 represent a core of quality collections capable of participating
in co-ordinated conservation programmes. This is probably the document’s
first failing, as I believe that 10,000 is a serious underestimate of the total
number of places masquerading as zoological establishments. Of course it is
difficult to get accurate data but, to put the issue into perspective, I have
found that, in a year of working in Eastern Europe, I discover fresh zoos on
almost a weekly basis.

The second flaw in the reasoning of the WZCS document is the naive faith it
places in its 1,000 core zoos. One would assume that the calibre of these
institutions would have been carefully examined, but it appears that the criterion
for inclusion on this select list might merely be that the zoo is a member of a
zoo federation or association. This might be a good starting point, working on
the premise that members must meet certain standards, but again the facts don’t
support the theory. The greatly respected American Association of Zoological
Parks and Aquariums (AAZPA) has had extremely dubious members, and in
the UK the Federation of Zoological Gardens of Great Britain and Ireland has

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occasionally had members that have been roundly censured in the national press.
These include Robin Hill Adventure Park on the Isle of Wight, which many
considered the most notorious collection of animals in the country. This
establishment, which for years was protected by the Isle’s local council (which
viewed it as a tourist amenity), was finally closed down following a damning
report by a veterinary inspector appointed under the terms of the Zoo Licensing
Act 1981. As it was always a collection of dubious repute, one is obliged to

reflect upon the standards that the Zoo Federation sets when granting
membership. The situation is even worse in developing countries where little
money is available for redevelopment and it is hard to see a way of incorporating
collections into the overall scheme of the WZCS.

Even assuming that the WZCS’s 1,000 core zoos are all of a high standard
complete with scientific staff and research facilities, trained and dedicated
keepers, accommodation that permits normal or natural behaviour, and a policy
of co-operating fully with one another what might be the potential for
conservation? Colin Tudge, author of Last Animals at the Zoo (Oxford University
Press, 1992), argues that “if the world”s zoos worked together in co-operative
breeding programmes, then even without further expansion they could save
around 2,000 species of endangered land vertebrates’. This seems an extremely
optimistic proposition from a man who must be aware of the failings and
weaknesses of the zoo industry the man who, when a member of the council of
London Zoo, had to persuade the zoo to devote more of its activities to
conservation. Moreover, where are the facts to support such optimism?

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Practice Test 1

Example Answer

London Zoos advertisements are poorly presented. NOT GIVEN

Questions 16-22

Do the following statements agree with the views of the writer in Reading Passage 2?
In boxes 16-22 write

YES if the statement agrees with the writer

NO if the statement contradicts the writer

NOT GIVEN if it is impossible to say what the writer thinks about this

16 London Zoo’s advertisements are dishonest.

17 Zoos made an insignificant contribution to conservation up until 30 years ago.
18 The WZCS document is not known in Eastern Europe.

19 Zoos in the WZCS select list were carefully inspected.

20 No-one knew how the animals were being treated at Robin Hill Adventure Park.
21 Colin Tudge was dissatisfied with the treatment of animals at London Zoo.
22 The number of successful zoo conservation programmes is unsatisfactory.
Questions 23-25

Choose the appropriate letters A-D and write them in boxes 23-25 on your answer sheet.

23 What were the objectives of the WZCS document?
A to improve the calibre of zoos world-wide

B to identify zoos suitable for conservation practice
C to provide funds for zoos in underdeveloped countries
D to list the endangered species of the world

24 Why does the writer refer to Robin Hill Adventure Park?

A to support the Isle of Wight local council

B to criticise the 1981 Zoo Licensing Act

C to illustrate a weakness in the WZCS document

D to exemplify the standards in AAZPA zoos

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List of Factors

A the number of unregistered zoos in the world
B the lack of money in developing countries
C the actions of the Isle of Wight local council

D the failure of the WZCS to examine the standards of
the “core zoos”

E the unrealistic aim of the WZCS in view of the
number of species “saved” to date

F the policies of WZCS zoo managers

25 What word best describes the writer’s response to Colin Tudges’ prediction on captive
breeding programmes?

A disbelieving
B impartial
C prejudiced
D accepting
Questions 26-28

The writer mentions a number oj factors H hich lead him to doubt the value of the WZCS

document Which THREE of the following factors are mentioned? Write your answers (A-F)
in boxes 26-28 on your answer sheet.

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Practice Test 1

READING PASSAGE 3

You should spend about 20 minutes on Questions 29-40 which are based on Reading Passage
3 below.

ARCHITECTURE - Reaching for the Sky

Architecture is the art and

science of designing buildings
and structures. A building
reflects the scientific and
technological achievements
of the age as well as the ideas
and aspirations of the

designer and client. The
appearance of individual
buildings, however, is often
controversial.

The use of an architectural
style cannot be said to start or
finish on a specific date.
Neither is it possible to say

exactly what characterises a
particular movement. But the
origins of what is now

generally known as modern
architecture can be traced
back to the social and
technological changes of the
18th and 19th centuries.

Instead of using timber,
stone and traditional building
techniques, architects began
to explore ways of creating
buildings by using the latest
technology and materials
such as steel, glass and
concrete strengthened steel
bars, known as reinforced
concrete. Technological
advances also helped bring
about the decline of rural
industries and an increase in
urban populations as people
moved to the towns to work in
the new factories. Such rapid
and uncontrolled growth
helped to turn parts of cities
into slums.

By the 1920s architects
throughout Europe were

conditions created by

industrialisation. A new style of
architecture emerged to reflect
more idealistic notions for the
future. It was made possible by
new materials and construction
techniques and was known as
Modernism.

By the 1930s many buildings
emerging from this movement
were designed in the

International Style. This was
largely characterised by the bold
use of new materials and simple,
geometric forms, often with
white walls supported by
stilt-like pillars. These were stripped
of unnecessary decoration that
would detract from their primary
purpose — to be used or lived in.

Walter Gropius, Charles
Jeanneret (better known as Le
Corbusier) and Ludwig Mies van

der Rohe were among the most
influential of the many architects
who contributed to the

development of Modernism in
the first half of the century. But
the economic depression of the
1930s and the second world war
(1939-45) prevented their ideas
from being widely realised until
the economic conditions
improved and war-torn cities
had to be rebuilt. By the 1950s,
the International Style had
developed into a universal
approach to building, which
standardised the appearance of
new buildings in cities across the
world.

Unfortunately, this Modernist
interest in geometric simplicity
and function became exploited

quick-and-easy-to-handle
reinforced concrete and an
improved ability to

prefabricate building sections
meant that builders could

meet the budgets of
commissioning authorities
and handle a renewed
demand for development
quickly and cheaply. But this
led to many badly designed
buildings, which discredited
the original aims of

Modernism.
Influenced by Le
Corbusier’s ideas on town
planning, every large British
city built multi-storey housing
estates in the 1960s.
Mass-produced, low-cost high-rises
seemed to offer a solution to
the problem of housing a
growing inner-city population.
But far from meeting human
needs, the new estates often
proved to be windswept
deserts lacking essential
social facilities and services.
Many of these buildings were
poorly designed and

constructed and have since
been demolished.

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celebrated scientific and
engineering achievements by
openly parading the

sophisticated techniques
used in construction. Such
buildings are commonly
made of metal and glass;
examples are Stansted
airport and the Lloyd’s
building in London.

Disillusionment at the
failure of many of the poor
imitations of Modernist
architecture led to interest in
various styles and ideas from
the past and present. By the
1980s the coexistence of

different styles of architecture in
the same building became
known as Post Modern. Other
architects looked back to the
classical tradition. The trend in
architecture now favours smaller
scale building design that
reflects a growing public
awareness of environmental
issues such as energy

efficiency. Like the Modernists,
people today recognise that a
well designed environment
improves the quality of life but is
not necessarily achieved by
adopting one well defined style
of architecture.

Twentieth century
architecture will mainly be
remembered for its tall
buildings. They have been
made possible by the
development of light steel
frames and safe passenger
lifts. They originated in the US
over a century ago to help
meet the demand for more
economical use of land. As
construction techniques
improved, the skyscraper
became a reality.

Ruth Coleman

Questions 29-35

Complete the table below using information from Reading Passage 3. Write NO MORE

THAN THREE WORDS for each answer. Write your answers in boxes 29-35 on your answer

sheet.

PERIOD STYLE OF

PERIOD
BUILDING
MATERIALS CHARACTERISTICS
Before 18th
century
Example
traditional

... (29) ...

1920s introduction of
... (30) ...

steel, glass and
concrete

exploration of latest
technology
1930s

-1950s ... (31) ... geometric forms

1960s decline of

Modernism

pre-fabricated

sections ... (32) ...

1970s end of Modernist

era traditional materials

... (33) ...
of historic buildings
1970s beginning of

... (34) ... era metal and glass

sophisticated techniques
paraded

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Practice Test 1

Questions 36-40

Reading Passage 3 describes a number of cause and effect relationships. Match each Cause
(36-40) in List A, with its Effect (A-H) in List B.

Write your answers (A-H) in boxes 36 40 on your answer sheet.

NB There are more effects in List B than you will need, so you will not use all of them. You

may use any effect more than once if you wish.

36 A rapid movement of people from
rural areas to cities is triggered by
technological advance.

37 Buildings become simple and
functional.

38 An economic depression and the
second world war hit Europe.
39 Multi-storey housing estates are

built according to contemporary
ideas on town planning.

40 Less land must be used for
building.

List A CAUSES

A The quality of life is improved.
B Architecture reflects the age.
C A number of these have been

knocked down.

D Light steel frames and lifts are
developed.

E Historical buildings are preserved.
F All decoration is removed.

G Parts of cities become slums.
H Modernist ideas cannot be put

into practice until the second half
of the 20th century.

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WRITING

WRITING TASK 1

You should spend about 20 minutes on this task.

The charts below show the results of a survey of adult education. The first chart
shows the reasons why adults decide to study. The pie chart shows how people
think the costs of adult education should be shared.

Write a report for a university lecturer, describing the information shown below.

You should write at least 150 words.

Interest in subject

How the costs of each
course should be shared

To gain qualifications

Helpful for current job

To improve prospects
of promotion
Enjoy
learning/studying
To able to change
jobs

To meet people

Taxpayer

25%

Individual

40%

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Practice Test 1

WRITING TASK 2

You should spend about 40 minutes on this task.

Present a written argument or case to an educated reader with no specialist knowledge of the
following topic:

There are many different types of music in the world today. Why do we need
music? Is the traditional music of a country more important than the

International music that is heard everywhere nowadays?

You should write at least 250 words.

Use your own ideas, knowledge and experience and support your arguments with examples
and relevant evidence.

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SPEAKING

CANDIDATE’S CUE CARD Task 1

UNIVERSITY CLUBS AND ASSOCIATIONS

You have just arrived at a new university. It is orientation week and you
want to know about the different clubs and associations you can join.
Your examiner is a Student Union representative.

Ask the examiner about: types of clubs
meeting times
benefits
costs

IINTERVIEWER’S NOTES

UNIVERSITY CLUBS AND ASSOCIATIONS
Prompts for interviewer

Overseas Students Club
• Meets once a week in Student

Centre, near Library All welcome

• Helps you to meet other students
• Financial contributions welcome
Chess Club

• Meets once a week in Library Not suitable for beginners

• Plays other universities Serious players only

• No subscription
Table Tennis Club

• Meets every day at lunch-time in

student area near canteen All welcome

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LISTENING

Practice Test 2

SECTION 1 Questions 1-10

Complete the notes. Use NO MORE THAN THREE WORDS for each answer.
KATE

Her first impressions of the
town

Type of accommodation
Her feelings about the

accommodation

Name of course

Difficulties experienced on the
course

Suggestions for improving the
course

Example

Quiet

(1)
(2)

Environmental Studies

(4)

(5)
Her feelings about the other

students (3)

LUKI

First type of accommodation
Problem with the first

accommodation

Name of course
Comments about the
course

Suggestions for improving the
course

(6)
(7)

(9)

Computer room busy

(10)

Second type of

accommodation (8)

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SECTION 2 Questions 11-20

Complete the notes below. Use NO MORE THAN THREE WORDS for each answer.

There are many kinds of bicycles available:

racing

touring

(11) ...

ordinary

They vary in price and (12) ... .

Prices range from $50.00 to (13) ... .

Single speed cycles are suitable for (14) ... .

Three speed cycles are suitable for (15) ... .

Five and ten speed cycles are suitable for longer distances, hills

and (16) ... .

Ten speed bikes are better because they are (17) ... in

price but (18) ... .

Buying a cycle is like (19) ... .

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Practice Test 2

SECTION 3 Questions 21-32
Questions 21-24

Circle the correct answer.

21 At first Fiona thinks that Martin’s tutorial topic is
A inappropriate.

B dull.
C interesting.

D fascinating.

22 According to Martin, the banana
A has only recently been cultivated.
B is economical to grow.

C is good for your health.
D is his favourite food.

23 Fiona listens to Martin because she
A wants to know more about bananas.
B has nothing else to do today.

C is interested in the economy of Australia.
D wants to help Martin.

24 According to Martin, bananas were introduced into Australia from
A India.

B England.
C China.
D Africa.

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Questions 25-30

Complete Martin’s notes Use NO MORE THAN THREE WORDS for each answer.

Commercially grown
banana plant

Each banana tree produces

(25) ...

of bananas.

On modern plantations in tropical

conditions a tree can bear fruit after

(26) ... .

Banana trees prefer to grow (27) ... and they require

rich soil and (28) ... . The fruit is often protected by

(29) ... .

Ripe bananas emit a gas which helps other (30) ... .

Questions 31 and 32

Circle the TWO correct boxes.

Consumption of Australian bananas

A Europe

B Asia

C New Zealand
D Australia

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Practice Test 2

A balanced diet

A balanced diet will give you enough vitamins for normal daily living.

Vitamins in food can be lost through (36) ... .
Types of vitamins:

(a) Fat soluble vitamins are stored by the body.
(b) Water soluble vitamins - not stored, so you need
 a (37) ... .
Getting enough vitamins

Eat (38) ... of foods.
Buy plenty of vegetables and store them in

(39) ... .

SECTION 4 Questions 33-41
Questions 33-35

Circle the correct answer

According to the first speaker:

33 The focus of the lecture series is on

A organising work and study. C coping with homesickness.

B maintaining a healthy lifestyle. D settling in at university.
34 The lecture will be given by

A the president of the Union. C a sports celebrity.

B the campus doctor. D a health expert.

According to the second speaker:
35 This week’s lecture is on

A campus food. C sensible eating.

B dieting. D saving money.

Questions 36-39

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Questions 40-41

Complete the diagram by writing NO MORE THAN THREE WORDS in the boxes provided.

Example

...
sugar, salt and butter

40 ...
...
milk, lean meat, fish,
nuts, eggs

41 ...
...
bread, vegetables and
fruit

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Practice Test 2

READING

READING PASSAGE 1

You should spend about 20 minutes on Questions 1-12 which are based on Reading Passage 1
below.

Right and left-handedness in humans

Why do humans, virtually alone among all
animal species, display a distinct left or
right-handedness? Not even our closest
relatives among the apes possess such
decided lateral asymmetry, as psychologists
call it. Yet about 90 per cent of every human
population that has ever lived appears to
have been right-handed. Professor Bryan
Turner at Deakin University has studied the
research literature on left-handedness and
found that handedness goes with sidedness.
So nine out of ten people are right-handed
and eight are right-footed. He noted that this
distinctive asymmetry in the human
population is itself systematic. “Humans

think in categories: black and white, up and
down, left and right. It”s a system of signs
that enables us to categorise phenomena that
are essentially ambiguous.’

Research has shown that there is a genetic
or inherited element to handedness. But
while left-handedness tends to run in
families, neither left nor right handers will
automatically produce off-spring with the
same handedness; in fact about 6 per cent
of children with two right-handed parents
will be left-handed. However, among two
left-handed parents, perhaps 40 per cent of
the children will also be left-handed. With
one right and one left-handed parent, 15 to
20 per cent of the offspring will be

left-handed. Even among identical twins who
have exactly the same genes, one in six pairs
will differ in their handedness.

What then makes people left-handed if it is
not simply genetic? Other factors must be
at work and researchers have turned to the
brain for clues. In the 1860s the French
surgeon and anthropologist, Dr Paul Broca,
made the remarkable finding that patients
who had lost their powers of speech as a
result of a stroke (a blood clot in the brain)

had paralysis of the right half of their body.
He noted that since the left hemisphere of
the brain controls the right half of the body,
and vice versa, the brain damage must have
been in the brain’s left hemisphere.
Psychologists now believe that among
right-handed people, probably 95 per cent
have their language centre in the left
hemisphere, while 5 per cent have
right-sided language. Left-handers, however, do
not show the reverse pattern but instead a
majority also have their language in the left
hemisphere. Some 30 per cent have right
hemisphere language.

Dr Brinkman, a brain researcher at the
Australian National University in Canberra,
has suggested that evolution of speech went
with right-handed preference. According to
Brinkman, as the brain evolved, one side

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became specialised for fine control of
movement (necessary for producing speech)
and along with this evolution came
right-hand preference. According to Brinkman,
most left-handers have left hemisphere
dominance but also some capacity in the
right hemisphere. She has observed that if a
left-handed person is brain-damaged in the
left hemisphere, the recovery of speech is

quite often better and this is explained by
the fact that left-handers have a more
bilateral speech function.

In her studies of macaque monkeys,
Brinkman has noticed that primates
(monkeys) seem to learn a hand preference
from their mother in the first year of life but
this could be one hand or the other. In
humans, however, the specialisation in
(unction of the two hemispheres results in
anatomical differences: areas that are
involved with the production of speech are
usually larger on the left side than on the
right. Since monkeys have not acquired the
art of speech, one would not expect to see
such a variation but Brinkman claims to have
discovered a trend in monkeys towards the
asymmetry that is evident in the human
brain.

Two American researchers, Geschwind and
Galaburda, studied the brains of human
embryos and discovered that the left-right
asymmetry exists before birth. But as the
brain develops, a number of things can affect
it. Every brain is initially female in its
organisation and it only becomes a male
brain when the male foetus begins to secrete
hormones. Geschwind and Galaburda knew

that different parts of the brain mature at
different rates; the right hemisphere
develops first, then the left. Moreover, a
girl’s brain develops somewhat faster than

that of a boy. So, if something happens to
the brain’s development during pregnancy,
it is more likely to be affected in a male
and the hemisphere more likely to be
involved is the left. The brain may become
less lateralised and this in turn could result
in left-handedness and the development of
certain superior skills that have their origins
in the left hemisphere such as logic,
rationality and abstraction. It should be no
surprise then that among mathematicians
and architects, left-handers tend to be more
common and there are more left-handed
males than females.

The results of this research may be some
consolation to left-handers who have for
centuries lived in a world designed to suit
right-handed people. However, what is
alarming, according to Mr. Charles Moore,
a writer and journalist, is the way the word
“right” reinforces its own virtue.
Subliminally he says, language tells people
to think that anything on the right can be
trusted while anything on the left is

dangerous or even sinister. We speak of
left-handed compliments and according to
Moore, “it is no coincidence that
left-handed children, forced to use their right
hand, often develop a stammer as they are
robbed of their freedom of speech”.
However, as more research is undertaken
on the causes of left-handedness, attitudes
towards left-handed people are gradually
changing for the better. Indeed when the
champion tennis player Ivan Lendl was
asked what the single thing was that he
would choose in order to improve his game,
he said he would like to become a
left-hander.

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Practice Test 2

A Dr Broca
B Dr Brinkman

C Geschwind and Galaburda
D Charles Moore

E Professor Turner
Questions 1-7

Use the information in the text to match the people (listed A-E) with the opinions (listed

1-7) below. Write the appropriate letter (A-E) in boxes 1-7 on your answer sheet. Some

people match more than one opinion.

1 Human beings started to show a preference for right-handedness when they first
developed language.

2 Society is prejudiced against left-handed people.
3 Boys are more likely to be left-handed.

4 After a stroke, left-handed people recover their speech more quickly than
right-handed people.

5 People who suffer strokes on the left side of the brain usually lose their power of
speech.

6 The two sides of the brain develop different functions before birth.
7 Asymmetry is a common feature of the human body.

Example Answer

Monkeys do not show a species specific preference for

left or right-handedness. B

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Percentage of children left-handed
Questions 8-10

Using the information in the passage, complete the table below. Write your answers in boxes 8
10 on your answer sheet.

Questions 11-12

Choose the appropriate letters A-D and write them in boxes 11 and 12 on your answer sheet.

11 A study of monkeys has shown that

A monkeys are not usually right-handed.
B monkeys display a capacity for speech.
C monkey brains are smaller than human brains.
D monkey brains are asymmetric.

12 According to the writer, left-handed people
A will often develop a stammer.

B have undergone hardship for years.
C are untrustworthy.

D are good tennis players.
One parent left-handed

One parent right-handed ... (8) ...

Both parents left-handed ... (9) ...

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Practice Test 2

READING PASSAGE 2

You should spend about 20 minutes on Questions 13-27 which are based on Reading Passage
2 below.

MIGRATORY BEEKEEPING

Taking Wing

To eke out a full-time living from their
honeybees, about half the nation’s 2,000
commercial beekeepers pull up stakes
each spring, migrating north to find more
flowers for their bees. Besides turning
floral nectar into honey, these

hardworking insects also pollinate crops
for farmers -for a fee. As autumn

approaches, the beekeepers pack up their
hives and go south, scrambling for
pollination contracts in hot spots like
California’s fertile Central Valley.

Of the 2,000 commercial beekeepers in the
United States about half migrate This pays
off in two ways Moving north in the summer
and south in the winter lets bees work a longer

money — for their keepers. Second,
beekeepers can carry their hives to farmers
who need bees to pollinate their crops. Every
spring a migratory beekeeper in California

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flowering fields in Minnesota and every
winter his family may haul the hives back to
California, where farmers will rent the bees
to pollinate almond and cherry trees.

Migratory beekeeping is nothing new. The
ancient Egyptians moved clay hives,
probably on rafts, down the Nile to follow
the bloom and nectar flow as it moved toward
Cairo. In the 1880s North American
beekeepers experimented with the same idea,
moving bees on barges along the Mississippi
and on waterways in Florida, but their lighter,
wooden hives kept falling into the water.
Other keepers tried the railroad and
horse-drawn wagons, but that didn’t prove practical.
Not until the 1920s when cars and trucks
became affordable and roads improved, did
migratory beekeeping begin to catch on.
For the Californian beekeeper, the pollination
season begins in February. At this time, the
beehives are in particular demand by farmers
who have almond groves; they need two
hives an acre. For the three-week long bloom,
beekeepers can hire out their hives for $32
each. It’s a bonanza for the bees too. Most
people consider almond honey too bitter to
eat so the bees get to keep it for themselves.
By early March it is time to move the bees.
It can take up to seven nights to pack the

4,000 or so hives that a beekeeper may own.
These are not moved in the middle of the day
because too many of the bees would end up
homeless. But at night, the hives are stacked
onto wooden pallets, back-to-back in sets of
four, and lifted onto a truck. It is not necessary
to wear gloves or a beekeeper’s veil because
the hives are not being opened and the bees
should remain relatively quiet. Just in case
some are still lively, bees can be pacified with
a few puffs of smoke blown into each hive’s
narrow entrance.

In their new location, the beekeeper will pay
the farmer to allow his bees to feed in such
places as orange groves. The honey produced
here is fragrant and sweet and can be sold by

produce as much honey as possible during
this period, the beekeepers open the hives
and stack extra boxes called supers on top.
These temporary hive extensions contain
frames of empty comb for the bees to fill
with honey. In the brood chamber below, the
bees will stash honey to eat later. To prevent
the queen from crawling up to the top and
laying eggs, a screen can be inserted
between the brood chamber and the supers.
Three weeks later the honey can be gathered.
Foul smelling chemicals are often used to

irritate the bees and drive them down into
the hive’s bottom boxes, leaving the
honey-filled supers more or less bee free. These
can then be pulled off the hive. They are
heavy with honey and may weigh up to 90
pounds each. The supers are taken to a
warehouse. In the extracting room, the
frames are lilted out and lowered into an
“uncapper” where rotating blades shave
away the wax that covers each cell. The
uncapped frames are put in a carousel that
sits on the bottom of a large stainless steel
drum. The carousel is filled to capacity with
72 frames. A switch is flipped and the frames
begin to whirl at 300 revolutions per minute;
centrifugal force throws the honey out of
the combs. Finally the honey is poured into
barrels for shipment.

After this, approximately a quarter of the
hives weakened by disease, mites, or an
ageing or dead queen, will have to be
replaced. To create new colonies, a healthy
double hive, teeming with bees, can be
separated into two boxes. One half will hold
the queen and a young, already mated queen
can be put in the other half, to make two
hives from one. By the time the flowers
bloom, the new queens will be laying eggs,
filling each hive with young worker bees.

The beekeeper’s family will then migrate
with them to their summer location.

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Practice Test 2

In March, beekeepers ... (13) ... for migration at night when the hives are ... (14) ... and
the bees are generally tranquil. A little ... (15) ... can ensure that this is the case.

Questions 13-19

The flow chart below outlines the movements of the migratory beekeeper as described in
Reading Passage 2

Complete the flow chart Choose your answers from the box at the bottom of the page and
write your answers in boxes 13 19 on your answer sheet.

BEEKEEPER MOVEMENTS

They transport their hives to orange groves where farmers ... (16) ... beekeepers for
placing them on their land. Here the bees make honey.

Example Answer

In February, Californian farmers hire bees to help ...almond trees.

pollinate

After three weeks, the supers can be taken to a warehouse where ... (17) ... are used to
remove the wax and extract the honey from the ... (18) ... .

After the honey collection, the old hives are rejected. Good double hives are ... (19) ... and
re-queened and the beekeeper transports them to their summer base.

List of Words/Phrases
smoke chemicals pay
barrels protection charge
set off light split
pollinate machines supers
combs screen prepare

full empty queens

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Questions 20-23

Label the diagram below Choose ONE OR TWO WORDS from the Reading Passage for
each answer Write your answers in boxes 20-23 on your answer sheet.

A BEEHIVE

Questions 24-27

Do the following statements agree with the information given in Reading Passage 2?In boxes
24-27 write.

YES if the statement agrees with the information given

NO if the statement contradicts the information given

NOT GIVEN if there is no information about this

24 The Egyptians keep bees on the banks of the Nile.

25 First attempts at migratory beekeeping in America were unsuccessful.
26 Bees keep honey for themselves in the bottom of the hive.

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Practice Test 2

READING PASSAGE 3

You should spend about 20 minutes on Questions 28-41 which are based on Reading Passage
3 below.

T O U R I S M

A Tourism, holidaymaking and travel are these
days more significant social phenomena
than most commentators have considered
On the face of it there could not be a more
trivial subject for a book And indeed since
social scientists have had considerable
difficulty explaining weightier topics such as
work or politics it might be thought that they
would have great difficulties in accounting
for more trivial phenomena such as
holidaymakmg However there are
interesting parallels with the study of
deviance This involves the investigation of
bizarre and idiosyncratic social practices
which happen to be defined as deviant in
some societies but not necessarily in others
The assumption is that the investigation of
deviance can reveal interesting and

significant aspects of normal societies It
could be said that a similar analysis can be
applied to tourism

B Tourism is a leisure activity which

presupposes its opposite namely regulated
and organised work It is one manifestation
of how work and leisure are organised as
separate and regulated spheres of social
practice in modern societies Indeed acting
as a tourist is one of the defining

characteristics of being modern’ and the
popular concept of tourism is that it is
organised within particular places and
occurs for regularised periods of time Tourist
relationships arise from a movement of
people to and their stay in various

destinations This necessarily involves some
movement that is the journey and a period
of stay in a new place or places The journey
and the stay are by definition outside the
normal places of residence and work and
are of a short term and temporary nature
and there is a clear intention to return
“home within a relatively short period of time

C A substantial proportion of the population of

modern societies engages in such tourist

practices new socialised forms of provision
have developed in order to cope with the
mass character of the gazes of tourists as
opposed to the individual character of
travel Places are chosen to be visited and
be gazed upon because there is an
anticipation especially through
daydreaming and fantasy of intense
pleasures, either on a different scale or
involving different senses from those
customarily encountered Such anticipation
is constructed and sustained through a
variety of non-tourist practices such as
films TV literature, magazines records and
videos which construct and reinforce this
daydreaming

D Tourists tend to visit features of landscape

and townscape which separate them off
from everyday experience Such aspects
are viewed because they are taken to be in
some sense out of the ordinary The

viewing of these tourist sights often

involves different forms of social patterning

with a much greater sensitivity to visual
elements of landscape or townscape than
is normally found in everyday life People
linger over these sights in a way that they
would not normally do in their home
environment and the vision is objectified or
captured through photographs postcards
films and so on which enable the memory
to be endlessly reproduced and recaptured

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evaluating potential places to visit Such
visits are made says Boorstin, within the
“environmental bubble of the familiar
American style hotel which insulates the
tourist from the strangeness of the host
environment

F To service the burgeoning tourist industry,
an array of professionals has developed
who attempt to reproduce ever-new objects
for the tourist to look at These objects or
places are located in a complex and
changing hierarchy This depends upon the
interplay between, on the one hand,
competition between interests involved in

the provision of such objects and, on the
other hand changing class, gender, and
generational distinctions of taste within the
potential population of visitors It has been

said that to be a tourist is one of the
characteristics of the “modern experience
Not to go away is like not possessing a car
or a nice house Travel is a marker of status
in modern societies and is also thought to
be necessary for good health The role of
the professional, therefore, is to cater for
the needs and tastes of the tourists in
accordance with their class and overall
expectations

Questions 28-32

Raiding Passage 3 has 6 paragraphs (A-F) Choose the most suitable heading for each
paragraph from the list of headings below Write the appropriate numbers (i-ix) in boxes 28
32 on your answer sheet Paragraph D has been done for you as an example.

NB There are more headings than paragraphs so you will not use all of them You may use any

heading more than once.

List of Headings
i The politics of tourism

ii The cost of tourism

iii Justifying the study of tourism
iv Tourism contrasted with travel
v The essence of modern tourism
vi Tourism versus leisure

vii The artificiality of modern tourism
viii The role of modern tour guides

ix Creating an alternative to the everyday experience
28 Paragraph A

29 Paragraph B
30 Paragraph C

Example Answer

Paragraph D ix

31 Paragraph E

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Practice Test 2

Example Answer

People who can’t afford to travel watch films and TV. NOT GIVEN
Questions 33-37

Do the following statements agree with the views of the writer in Reading Passage 3? In
boxes 33-37 write

YES if the statement agrees with the writer

NO if the statement contradicts the writer

NOT GIVEN if it is impossible to say what the writer thinks about this

33 Tourism is a trivial subject.

34 An analysis of deviance can act as a model for the analysis of tourism.
35 Tourists usually choose to travel overseas.

36 Tourists focus more on places they visit than those at home.
37 Tour operators try to cheat tourists.

Questions 38-41

Chose one phrase (A-H) from the list of phrases to complete each key point below. Write the
appropriate letters (A-H) in boxes 38-41 on your answer sheet.

The information in the completed sentences should be an accurate summary of points made
by the writer.

NB There are more phrases A-H than sentences so you will not use them all. You may use any

phrase more than once.

38 Our concept of tourism arises from ...
39 The media can be used to enhance ...

40 People view tourist landscapes in a different way from ...
41 Group tours encourage participants to look at ...

List of Phrases

A local people and their environment. E the individual character of travel.
B the expectations of tourists. F places seen in everyday life.
C the phenomena of holidaymaking. G photographs which recapture our
D the distinction we make between holidays.

work and leisure. H sights designed specially for

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WRITING TASK 1

You should spend about 20 minutes on this task.

The diagram below shows how the Australian Bureau of Meteorology
collects up-to-the-minute information on the weather in order to produce
reliable forecasts.

Write a report for a university lecturer describing the information shown
below.

You should write at least 150 words.

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Practice Test 2

WRITING TASK 2

You should spend about 40 minutes on this task.

Present a written argument or case to an educated reader with no specialist knowledge of the
following topic.

Should wealthy nations be required to share their wealth among poorer

nations by providing such things as food and education? Or is it the
responsibility of the governments of poorer nations to look after their
citizens themselves?

You should write at least 250 words.

Use your own ideas, knowledge and experience and support your arguments with examples
and with relevant evidence.

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SPEAKING

CANDIDATE’S CUE CARD Task 2

ASKING FOR AN EXTENSION

You have to give in a piece of work to your lecturer next Wednesday.
You need two more weeks to prepare the assignment because you have
had difficulty obtaining the reference books. Your examiner is your
lecturer. Find out if you can have an extension.

Ask the examiner about: regulations regarding late work
possibility of having more time

different sources for books/information
assistance with writing for overseas students

INTERVIEWER’S NOTES

ASKING FOR AN EXTENSION
The student is seeking extra time for an assignment.

• The student may need to write a letter.

• The student has had plenty of time to prepare the work and should not
really need two more weeks.

• Provide some idea about where he/she may get hold of the books.

• Offer advice about the “Learning Assistance Centre” on the campus which
helps students with essay writing.

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Practice Test 3

LISTENING

SECTION 1 Questions 1-12

Questions 1-4

Circle the appropriate letter

Example

How does the woman travel every day?
A by car

B by bus
C on foot
D by train

1 What are the parking regulations on campus?
A undergraduate parking allowed

B postgraduate parking allowed
C staff parking only allowed
D no student parking allowed
2 The administration office is in

A Block B.
B Block D.
C Block E.
D Block G.

3 If you do not have a parking sticker, the following action will be taken:
A wheel clamp your car.

B fine only.

C tow away your car and fine.
D tow away your car only.

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Application for parking sticker

Name (5) ...
Address (6) Flat 13 ...
Suburb (7) ...
Faculty (8) ...
Registration number (9) ...
Make of car (10) ...

Application for parking sticker

Name (5) ...
Address (6) Flat 13 ...
Suburb (7) ...
Faculty (8) ...
Registration number (9) ...
Make of car (10) ...
4 Which picture shows the correct location of the Administration office?

Questions 5-10

Complete the application form using NO MORE THAN THREE WORDS

Questions 11-12

11 Cashier’s office opens at A 12.15 B 2.00 C 2.15 D 4.30

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Practice Test 3

SECTION 2 Questions 13-23

Complete the notes below using NO MORE THAN THREE WORDS for each answer.

Date the museum was opened (13)

The museum consists of a building and (14)

Handicapped toilet door shows Example:

a weelchair

The Education Centre is signposted by (15)

If you lose your friends, meet at the (16)

Warning about The Vampire (17)

How often are the tours of The Vampire? (18)

Person featured in today’s video (19)

The Leisure Gallery shows how Australian culture is

influenced by (20)

The Picture Gallery contains pictures by (21)
Cost of family membership of the museum (22)
“Passengers and the Sea” includes a collection of (23)

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SECTION 3 Questions 24-32

Questions 24-27

Click the correct answer

24 Mark is going to talk briefly about
A marketing new products.
B pricing strategies.

C managing large companies.
D setting sales targets.

25 According to Susan, air fares are lowest when they

A include weekend travel.

B are booked well in advance.
C are non-refundable.

D are for business travel only.
26 Mark thinks revenue management is

A interesting.
B complicated.
C time-consuming.
D reasonable.

27 The airline companies want to
A increase profits.

B benefit the passenger.
C sell cheap seats.
D improve the service.

Questions 28-32

Complete the notes using NO MORE THAN THREE WORDS for each answer

Two reasons for the new approach to pricing are:
(28) ... and
(29) ... .

In future people will be able to book airline tickets (30) ... .
Also being marketed m this way are (31) ... and
(32) ... .

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Practice Test 3

SECTION 4 Questions 33-42

Questions 33-37

Complete the table Write NO MORE THAN THREE WORDS for each answer

RESEARCH METHOD INFORMATION PROVIDED

Questionnaires what customers think about

(33) ...

(34) ... how customers move around supermarket aisles

Eye movement

(35) ... the most eye-catching areas of the shop

Computer programs

e.g. (36) ...

the best (37) ...
for an article in the shop

SPACE MANAGEMENT

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Questions 38-42

Label the cliagiam Wiite NO MORE THAN THREE WORDS for each anmer

A SUPERMARKET AISLE

ENTRANCE

First shelves -customers
usually

(38) ...
these.

EXIT

Checkout - often used
to sell

(42) ...
...

AISLE
Products placed here
sell well particularly
if they are placed
(39) ...
...
These areas are

known as

(40) ...
...

Gondola end -prime
position:

used to launch launch
new products

Gondola end —
often find

(41) ...
...
displayed here.

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Practice Test 3

READING

READING PASSAGE 1

You should spend about 20 minutes on Questions 1-12 which are based on Reading
Passage 2 below.

SPOKEN CORPUS COMES TO LIFE

A The compiling of dictionaries has been historically the provenance
of studious professorial types - usually bespectacled - who love
to pore over weighty tomes and make pronouncements on the

finer nuances of meaning. They were probably good at crosswords
and definitely knew a lot of words, but the image was always
rather dry and dusty. The latest technology, and simple technology
at that, is revolutionising the content of dictionaries and the way
they are put together.

B For the first time, dictionary publishers are incorporating real,
spoken English into their data. It gives lexicographers (people
who write dictionaries) access to a more vibrant, up-to-date
vernacular language which has never really been studied before.
In one project, 150 volunteers each agreed to discreetly tie a
Walkman recorder to their waist and leave it running for anything
up to two weeks. Every conversation they had was recorded. When
the data was collected, the length of tapes was 35 times the depth
of the Atlantic Ocean. Teams of audio typists transcribed the tapes
to produce a computerised database of ten million words.
C This has been the basis along with an existing written corpus

-for the Language Activator dictionary, described by lexicographer
Professor Randolph Quirk as “the book the world has been waiting
for”. It shows advanced foreign learners of English how the
language is really used. In the dictionary, key words such as “eat”
are followed by related phrases such as “wolf down” or “be a
picky eater”, allowing the student to choose the appropriate phrase.
D “This kind of research would be impossible without computers,”
said Delia Summers, a director of dictionaries. “It has transformed
the way lexicographers work. If you look at theword “like”, you
may intuitively think that the first and most frequent meaning is
the verb, as in “I like swimming”. It is not. It is the preposition, as
in: “she walked like a duck”. Just because a word or phrase is

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used doesn’t mean it ends up in a dictionary. The sifting out process
is as vital as ever. But the database does allow lexicographers to
search for a word and find out how frequently it is used - something
that could only be guessed at intuitively before.

E Researchers have found that written English works in a very
different way to spoken English. The phrase “say what you like”
literally means “feel free to say anything you want”, but in reality
it is used, evidence shows, by someone to prevent the other person
voicing disagreement. The phrase “it”s a question of crops up on
the database over and over again. It has nothing to do with enquiry,
but it’s one of the most frequent English phrases which has never
been in a language learner’s dictionary before: it is now.

F The Spoken Corpus computer shows how inventive and humorous
people are when they are using language by twisting familiar
phrases for effect. It also reveals the power of the pauses and
noises we use to play for time, convey emotion, doubt and irony.
G For the moment, those benefiting most from the Spoken Corpus
are foreign learners. “Computers allow lexicographers to search
quickly through more examples of real English,” said Professor
Geoffrey Leech of Lancaster University. “They allow dictionaries
to be more accurate and give a feel for how language is being
used.” The Spoken Corpus is part of the larger British National
Corpus, an initiative carried out by several groups involved in the
production of language learning materials: publishers, universities
and the British Library.

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List of Headings

i Grammar is corrected

ii New method of research

iii Technology learns from dictionaries
iv Non-verbal content

v The first study of spoken language
vi Traditional lexicographical methods
vii Written English tells the truth
viii New phrases enter dictionary
ix A cooperative research project
x Accurate word frequency counts
xi Alternative expressions provided

Practice Test 3

Questions 1-6

Reading Passage 1 has seven paragraphs (A-G). Choose the most suitable heading for each
paragraph from the list of headings below. Write the appropriate numbers (i-xi) in boxes 1-6
on your answer sheet. Paragraph C has been done for you as an example.

NB There are more headings than paragraphs so you will not use all of them. You may use

any heading more than once.

1 Paragraph A
2 Paragraph B

Example Answer

Paragraph C xi
3 Paragraph D

4 Paragraph E
5 Paragraph F
6 Paragraph G

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Example

Current, real-life data
collected during

Reseach

Questions 7-11

The diagram below illustrates the information provided in paragraphs B-F of Reading
Passage 1 Complete the labels on the diagram with an appropriate word or words Use NO

MORE THAN THREE WORDS for each space Write your answers in boxes 7 11 on your

answer sheet

The portrayal of
feelings through

... (11) ...

Data from
 ... (7) ...
written corpus

Spoken Corpus
computer

LANGUAGE
ACTIVATOR

Key words
and
 ... (8) ...

Most frequently
used ... (9) ... of

words.

Differences between
written and
 ... (10) ... use

Choose the appropriate letter A-D and write it in box 12 on your answer sheet

12 Why was this article written?

A To give an example of a current dictionary.

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Practice Test 3

READING PASSAGE 2

You should spend about 20 minutes on Questions 13-26 which are based on Reading
Passage 2 below.

Moles happy as homes go underground

A The first anybody knew about Dutchman

Frank Siegmund and his family was
when workmen tramping through a field
found a narrow steel chimney protruding
through the grass. Closer inspection
revealed a chink of sky-light window
among the thistles, and when amazed
investigators moved down the side of the
hill they came across a pine door

complete with leaded diamond glass and
a brass knocker set into an underground
building. The Siegmunds had managed
to live undetected for six years outside
the border town of Breda, in Holland.
They are the latest in a clutch of
individualistic homemakers who have
burrowed underground in search of
tranquillity.

B Most, falling foul of strict building
regulations, have been forced to

dismantle their individualistic homes and
return to more conventional lifestyles.
But subterranean suburbia, Dutch-style,
is about to become respectable and
chic. Seven luxury homes cosseted
away inside a high earth-covered noise
embankment next to the main Tilburg
city road recently went on the market for
$296,500 each. The foundations had yet
to be dug, but customers queued up to
buy the unusual part-submerged
houses, whose back wall consists of a
grassy mound and whose front is a long
glass gallery.

C The Dutch are not the only would-be

moles. Growing numbers of Europeans
are burrowing below ground to create
houses, offices, discos and shopping
malls. It is already proving a way of life in
extreme climates; in winter months in
Montreal, Canada, for instance, citizens
can escape the cold in an underground
complex complete with shops and even
health clinics. In Tokyo builders are
planning a massive underground city to
be begun in the next decade, and
underground shopping malls are already

common in Japan, where 90 percent of
the population is squeezed into 20
percent of the landspace.

D Building big commercial buildings
underground can be a way to avoid
disfiguring or threatening a beautiful or
“environmentally sensitive” landscape.
Indeed many of the buildings which
consume most land -such as cinemas,
supermarkets, theatres, warehouses or
libraries -have no need to be on the
surface since they do not need windows.
E There are big advantages, too, when it

comes to private homes. A development
of 194 houses which would take up 14
hectares of land above ground would
occupy 2.7 hectares below it, while the
number of roads would be halved. Under
several metres of earth, noise is minimal
and insulation is excellent. “We get 40 to
50 enquiries a week,” says Peter

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similar homes in Britain. "People see this
as a way of building for the future." An
underground dweller himself, Carpenter
has never paid a heating bill, thanks to
solar panels and natural insulation.
F In Europe the obstacle has been

conservative local authorities and
developers who prefer to ensure quick
sales with conventional mass produced
housing. But the Dutch development was
greeted with undisguised relief by South
Limburg planners because of Holland's
chronic shortage of land. It was the
Tilburg architect Jo Hurkmans who hit on
the idea of making use of noise

embankments on main roads. His
floored, four-bedroomed,

two-bathroomed detached homes are now
taking shape. "They are not so much
below the earth as in it," he says. "All the
light will come through the glass front,
which runs from the second floor ceiling
to the ground. Areas which do not need
much natural lighting are at the back. The
living accommodation is to the front so
nobody notices that the back is dark."
G In the US, where energy-efficient homes

became popular after the oil crisis of
1973, 10,000 underground houses have
been built. A terrace of five homes,
Britain's first subterranean development,
is under way in Nottinghamshire. Italy's

outstanding example of subterranean
architecture is the Olivetti residential
centre in Ivrea. Commissioned by

Roberto Olivetti in 1969, it comprises
82 one-bedroomed apartments and
12 maisonettes and forms a house/
hotel for Olivetti employees. It is built
into a hill and little can be seen from
outside except a glass facade. Patnzia
Vallecchi, a resident since 1992, says
it is little different from living in a
conventional apartment.

H Not everyone adapts so well, and in
Japan scientists at the Shimizu
Corporation have developed "space
creation" systems which mix light,
sounds, breezes and scents to
stimulate people who spend long
periods below ground. Underground
offices in Japan are being equipped
with "virtual" windows and mirrors,
while underground departments in the
University of Minnesota have

periscopes to reflect views and light.
I But Frank Siegmund and his family love

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Practice Test 3

Example Answer

Paragraph A xii

List of Headings

i A designer describes his houses

ii Most people prefer conventional housing
iii Simulating a natural environment

iv How an underground family home developed
v Demands on space and energy are reduced
vi The plans for future homes

vii Worldwide examples of underground living accommodation
viii Some buildings do not require natural light

ix Developing underground services around the world
x Underground living improves health

xi Homes sold before completion
xii An underground home is discovered

Questions 13-20

Reading Passage 2 has nine paragraphs (A-I). Choose the most suitable heading for each
paragraph from the list of headings below. Write the appropriate numbers (i-xii) in boxes 13
20 on your answer sheet. Paragraph A has been done for you as an example.

NB There are more headings than paragraphs so you will not use all of them.

13 Paragraph B
14 Paragraph C
15 Paragraph D
16 Paragraph E
17 Paragraph F
18 Paragraph G
19 Paragraph H
20 Paragraph I

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Questions 21-26

Complete the sentences below with words taken from the reading passage. Use NO MORE

THAN THREE WORDS for each answer. Write your answers in boxes 21-26 on your

answer sheet.

21 Many developers prefer mass-produced houses because they ...
22 The Dutch development was welcomed by ...

23 Hurkmans’ houses are built into ...
24 The Ivrea centre was developed for ...

25 Japanese scientists are helping people ... underground life.
26 Frank Siegmund’s first underground room was used for ...

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Practice Test 3

READING PASSAGE 3

You should spend about 20 minutes on Questions 27-38 which are based on Reading Passage
3 below.

A Workaholic Economy

increased production has been almost
entirel} decoupled from employment.
Some firms are even downsizing as their
profits climb. “All things being equal,
we”d be better off spreading around the
work,’ observes labour economist
Ronald G. Ehrenberg of Cornell
University.

Yet a host of factors pushes employers
to hire fewer workers for more hours
and, at the same time, compels workers
to spend more time on the job. Most of
those incentives involve what Ehrenberg
calls the structure of compensation:
quirks in the way salaries and benefits
are organised that make it more
profitable to ask 40 employees to labour
an extra hour each than to hire one more
worker to do the same 40-hour job.
Professional and managerial employees
supply the most obvious lesson along
these lines. Once people are on salary,

their cost to a firm is the same whether
they spend 35 hours a week in the office
or 70. Diminishing returns may
eventually set in as overworked
employees lose efficiency or leave for
more arable pastures. But in the short
run, the employer’s incentive is clear.

Even hourly employees receive benefits
-such as pension contributions and medical
insurance - that are not tied to the number
of hours they work. Therefore, it is more
FOR THE first century or so of the

industrial revolution, increased
productivity led to decreases in working
hours. Employees who had been putting
in 12-hour days, six days a week, found
their time on the job shrinking to 10 hours
daily, then, finally, to eight hours, five
days a week. Only a generation ago social
planners worried about what people
would do with all this new-found free
time. In the US, at least, it seems they
need not have bothered.

Although the output per hour of work has
more than doubled since 1945, leisure
seems reserved largely for the
unemployed and underemployed. Those

who work full-time spend as much time
on the job as they did at the end of World
War II. In fact, working hours have
increased noticeably since 1970 —
perhaps because real wages have
stagnated since that year. Bookstores now
abound with manuals describing how to
manage time and cope with stress.
There are several reasons for lost leisure.
Since 1979, companies have responded
to improvements in the business climate
by having employees work overtime
rather than by hiring extra personnel, says
economist Juliet B. Schor of Harvard
University. Indeed, the current economic
recovery has gained a certain amount of
notoriety for its “jobless” nature:

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profitable for employers to work their
existing employees harder.

For all that employees complain about
long hours, they, too, have reasons not
to trade money for leisure. “People who
work reduced hours pay a huge penalty
in career terms,” Schor maintains. “It”s
taken as a negative signal’ about their
commitment to the firm.’ [Lotte] Bailyn
[of Massachusetts Institute of
Technology] adds that many corporate

managers find it difficult to measure the
contribution of their underlings to a
firm’s well-being, so they use the number
of hours worked as a proxy for output.
“Employees know this,” she says, and
they adjust their behavior accordingly.
“Although the image of the good worker
is the one whose life belongs to the
company,” Bailyn says, “it doesn”t fit the
facts.’ She cites both quantitative and
qualitative studies that show increased
productivity for part-time workers: they
make better use of the time they have, and
they are less likely to succumb to fatigue in
stressful jobs. Companies that employ more
workers for less time also gain from the
resulting redundancy, she asserts. “The extra
people can cover the contingencies that you
know are going to happen, such as when

crises take people away from the
workplace.’ Positive experiences with
reduced hours have begun to change the
more-is-better culture at some
companies, Schor reports.

Larger firms, in particular, appear to be
more willing to experiment with flexible
working arrangements...

It may take even more than changes in
the financial and cultural structures of
employment for workers successfully to
trade increased productivity and money
for leisure time, Schor contends. She
says the U.S. market for goods has
become skewed by the assumption of
full-time, two-career households.
Automobile makers no longer
manufacture cheap models, and
developers do not build the tiny
bungalows that served the first postwar
generation of home buyers. Not even the
humblest household object is made
without a microprocessor. As Schor
notes, the situation is a curious inversion
of the “appropriate technology” vision
that designers have had for developing
countries: U.S. goods are appropriate
only for high incomes and long hours.

Paul Walluh

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Practice Test 3

Questions 27-32

Do the following statements agree with the views of the writer in Reading Passage 3? In
boxes 27-32 write

YES if the statement agrees with the views of the writer

NO if the statement contradicts the views of the writer

NOT GIVEN if it is impossible to say what the writer thinks about this

Example Answer

During the industrial revolution people worked harder. NOT GIVEN

27 Today, employees are facing a reduction in working hours.

28 Social planners have been consulted about US employment figures.
29 Salaries have not risen significantly since the 1970s.

30 The economic recovery created more jobs.

31 Bailyn’s research shows that part-time employees work more efficiently.
32 Increased leisure time would benefit two-career households.

Questions 33-34

Choose the appropriate letters A-D and write them in boxes 33 and 34 on your answer sheet.

33 Bailyn argues that it is better for a company to employ more workers because
A it is easy to make excess staff redundant.

B crises occur if you are under-staffed.

C people are available to substitute for absent staff.

D they can project a positive image at work.

34 Schor thinks it will be difficult for workers in the US to reduce their working hours
because

A they would not be able to afford cars or homes.
B employers are offering high incomes for long hours.
C the future is dependent on technological advances.
D they do not wish to return to the humble post-war era.

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Questions 35-38

The writer mentions a number of factors that have resulted, in employees working longer
hours. Which FOUR of the following factors are mentioned? Write your answers (A-H) in
boxes 35-38 on your answer sheet.

List of Factors

A Books are available to help employees cope with stress.
B Extra work is offered to existing employees.

C Increased production has led to joblessness.
D Benefits and hours spent on the job are not linked.
E Overworked employees require longer to do their work.
F Longer hours indicate greater commitment to the firm.

G Managers estimate staff productivity in terms of hours worked.
H Employees value a career more than a family.

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Practice Test 3

WRITING TASK 1

You should spend about 20 minutes on this task

The chart below shows the amount of money per week spent on fast foods in
Britain. The graph shows the trends in consumption of fast foods.

Write a report for a university lecturer describing the information shown below.

You should write at least 150 words.

Expenditure on fast foods by income groups

Consumption of fast foods 1970 -1990

WRITING

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WRITING TASK 2

You should spend about 40 minutes on this task.

Present a written argument or case to an educated reader with no specialist knowledge of the
following topic:

News editors decide what to broadcast on television and what to print in
newspapers. What factors do you think influence these decisions? Do we
become used to bad news? Would it be better if more good news was
reported?

You should write at least 250 words.

Use your own ideas, knowledge and experience and support your arguments with
examples and relevant evidence.

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Practice Test 3

SPEAKING

CANDIDATE`S CUE CARD

Task 3

THE PUBLIC HOLIDAY

There will soon be a public holiday in the country your examiner comes
from. You want to find out about the holiday.

Ask the examiner about: the name of the public holiday
the significance of the holiday
availability of services on the day
(banks/shops/cinemas)

things for visitors to do

how she/he plans to spend the day

INTERVIEWER`S NOTES

THE PUBLIC HOLIDAY

Choose a lesser known public holiday from your country. Be prepared to
provide some accurate information on the history and significance of the
day. If in-country, tell the candidate how you will spend the day.

If you are in a non-English speaking country, tell the candidate how people
normally spend this day back home.

Provide information about the availability of shops, services and banks on
the day.

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Practice Test 4

LISTENING

SECTION 1 Questions 1-12

Questions 1-5

Circle the appropriate letter

1 Where is the administration building?

Example What are the students looking for?

A Main Hall C Old Hall

B Great Hall D Old Building

2 How many people are waiting in the queue?

A 50 B 100 C 200 D 300

3 What does the woman order for lunch?

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4 What does the woman order to drink?

Questions 11-12

11 What did the man buy for her to eat?

Practice Test 4

A

B

C

D

5 How much money does the woman give the man?

A $2.00 B $3.00 C $3.50 D $5.00

Questions 6-10

Complete the registration form using NO MORE THAN THREE WORDS.

Name of student: (6) ...
Address: (7) Flat 5/ ...
Town: (8) ...
Tel: (9) ...
Course: (10) ...

A

B

C

D

12 What must the students do as part of registration at the university?

A Check the notice board in the Law Faculty.

B Find out about lectures.
C Organise tutorial groups.

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SECTION 2 Questions 13-21

Complete the notes. Write NO MORE THAN THREE WORDS for each answer.

Note: May not be allowed all facilities given to resident students.

Funding

• Must provide (14) ... I can support myself.

• Services will depend on personal circumstances and discretion of Bank Manager.

Opening an account

• Take with me: (15) ... and letter of enrolment.
• Recommended account: (16) ...

• Bank supplies: (17) ... and chequecard which guarantees
cheques.

Other services

• Cashcard: (you can (18) ... cash at any time.)
• Switch/Delta cards: (take the money (19) ... the account.)

Overdraft

• Must have (20) ...
•Sometimes must pay interest.

Opening times

• Most banks open until (21) ... during the week.
• Some open for a limited time on Saturdays.

Recommended Banks Location

Barclays Realty Square
National Westminster Example: Preston Park
Lloyds City Plaza

Midland (13) ...

STUDENT BANKING

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Practice Test 4

SECTION 3 Questions 22-31

Questions 22-25

Complete the factsheet. Write NO MORE THAN THREE WORDS for each answer.

FACTSHEET - Aluminium Cans

• (22) ... produced every day in the US — more cans
produced than nails or (23) ...

• each can weighs 0.48 ounces — thinner than two
(24) ...

• can take more than 90 pounds of pressure per square inch — over
(25) ... the pressure of a car tyre

Questions 26-31

Label the aluminium can. Write NO MORE THAN THREE WORDS for each answer.

Tab

Rim

(29) ...

Body

(26) ...
at base

Lid — makes up
(30) ... of
total weight

Base — shaped like
(28) ...

to withstand pressure
(26) ...

...

(27) ...
reflective surface of
aluminium can easily
be decorated

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SECTION 4

Questions 32-42

Complete the lecture notes. Use NO MORE THAN THREE WORDS for each answer.

Purpose of the mini lecture

To experience To find out about

(32) ... (33)...

The three strands of Sports Studies are:
a Sports psychology

b Sports (34) ...
c Sports physiology

a The psychologists work with

a The psychologists work with (35) ...

They want to discover what (36) ...
b Sports marketing looks at (37) ...
Sport now competes with (38) ...
Spectators want (39) ...
c Sports physiology is also known as

(40) ...
Macro levels look at (41) ...
Micro level looks at (42) ...

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READING

READING PASSAGE 1

You should spend about 20 minutes on Questions 1-13 which are based on Reading Passage 1
below

Practice Test 4

GLASS

CAPTURING THE DANCE

OF LIGHT

A Glass, in one form or another, has long been in noble
service to humans As one of the most widely used
of manufactured materials, and certainly the most
versatile, it can be as imposing as a telescope mirror
the width of a tennis court or as small and simple as
a marble rolling across dirt The uses of this
adaptable material have been broadened

dramatically by new technologies glass fibre
optics — more than eight million miles —
carrying telephone and television signals
across nations, glass ceramics serving as the
nose cones of missiles and as crowns for
teeth; tiny glass beads taking radiation doses
inside the body to specific organs, even a new
type of glass fashioned of nuclear waste in
order to dispose of that unwanted material.
B On the horizon are optical computers These
could store programs and process
information by means of light - pulses from
tiny lasers - rather than electrons And the
pulses would travel over glass fibres, not
copper wire These machines could function
hundreds of times faster than today’s
electronic computers and hold vastly more
information Today fibre optics are used
to obtain a clearer image of smaller and

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viruses. A new generation of optical
instruments is emerging that can provide
detailed imaging of the inner workings
of cells. It is the surge in fibre optic use
and in liquid crystal displays that has set
the U.S. glass industry (a 16 billion dollar
business employing some 150,000
workers) to building new plants to meet
demand.

C But it is not only in technology and
commerce that glass has widened its
horizons. The use of glass as art, a
tradition spins back at least to Roman
times, is also booming. Nearly
everywhere, it seems, men and women
are blowing glass and creating works of
art. «I didn’t sell a piece of glass until
1975,» Dale Chihuly said, smiling, for
in the 18 years since the end of the dry
spell, he has become one of the most
financially successful artists of the 20th
century. He now has a new commission
- a glass sculpture for the headquarters
building of a pizza company - for which
his fee is half a million dollars.

D But not all the glass technology that
touches our lives is ultra-modern.
Consider the simple light bulb; at the turn
of the century most light bulbs were hand
blown, and the cost of one was equivalent
to half a day’s pay for the average worker.
In effect, the invention of the ribbon
machine by Corning in the 1920s lighted
a nation. The price of a bulb plunged.
Small wonder that the machine has been
called one of the great mechanical
achievements of all time. Yet it is very
simple: a narrow ribbon of molten glass

travels over a moving belt of steel in
which there are holes. The glass sags
through the holes and into waiting
moulds. Puffs of compressed air then

shape the glass. In this way, the envelope
of a light bulb is made by a single
machine at the rate of 66,000 an hour, as
compared with 1,200 a day produced by
a team of four glassblowers.

E The secret of the versatility of glass lies
in its interior structure. Although it is
rigid, and thus like a solid, the atoms are
arranged in a random disordered fashion,
characteristic of a liquid. In the melting
process, the atoms in the raw materials
are disturbed from their normal position
in the molecular structure; before they
can find their way back to crystalline
arrangements the glass cools. This
looseness in molecular structure gives
the material what engineers call
tremendous “formability” which allows
technicians to tailor glass to whatever
they need.

F Today, scientists continue to experiment
with new glass mixtures and building
designers test their imaginations with

applications of special types of glass. A
London architect, Mike Davies, sees
even more dramatic buildings using
molecular chemistry. “Glass is the great
building material of the future, the
«dynamic skin»,’ he said. “Think of glass
that has been treated to react to electric
currents going through it, glass that will
change from clear to opaque at the push
of a button, that gives you instant
curtains. Think of how the tall buildings
in New York could perform a symphony
of colours as the glass in them is made
to change colours instantly.” Glass as
instant curtains is available now, but the
cost is exorbitant. As for the glass
changing colours instantly, that may
come true. Mike Davies’s vision may
indeed be on the way to fulfilment.

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Practice Test 4

Example Answer

Paragraph A x

Questions 1-5

Reading Passage 1 has six paragraphs (A-F). Choose the most suitable heading/or each
paragraph from the list of headings below. Write the appropriate numbers (i-x) in boxes 1-5

on your answer sheet. Paragraph A has been done for you as an example.

NB There are more headings than paragraphs so you will not use all of them.
You may use any heading more at once.

List of Headings

i Growth in the market for glass crafts
ii Computers and their dependence on glass
iii What makes glass so adaptable

iv Historical development of glass
v Scientists’ dreams cost millions
vi Architectural experiments with glass
vii Glass art galleries flourish

viii Exciting innovations in fibre optics
ix A former glass technology

x Everyday uses of glass

1 Paragraph B

2 Paragraph C

3 Paragraph D

4 Paragraph E

5 Paragraph F

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Questions 6-8

The diagram below shows the principle of Coming’s ribbon machine. Label the diagram by
selecting NO MORE THAN THREE WORDS from the Reading Passage to fill each
numbered space. Write your answers in boxes 6-8 on your answer sheet.

Questions 9-13

Look at the list below of the uses of glass. According to the passage, state whether these uses
exist today, will exist in the future or are not mentioned by the writer. In boxes 9-13 write

A if the uses exist today

B if the uses will exist in the future

C if the uses are not mentioned by the writer

9 dental fittings
10 optical computers
11 sculptures

12 fashions

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Practice Test 4

READING PASSAGE 2

You should spend about 20 minutes on Questions 14-27 which are based on Reading
Passage 2 below

Why some women cross

the finish line ahead of men

R E C R U I T M E N T
The course is tougher but women are
 staying the distance, reports Andrew

Crisp.

A Women who apply for jobs in middle or
senior management have a higher success
rate than men, according to an
employment survey. But of course far
fewer of them apply for these positions.
The study, by recruitment consultants NB

Selection, shows that while one in six
men who appear on interview shortlists
get jobs, the figure rises to one in four
for women.

B The study concentrated on applications
for management positions in the $45,000
to $110,000 salary range and found that
women are more successful than men in
both the private and public sectors Dr
Elisabeth Marx from London-based NB

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encouraging for women, in that they send

a positive message to them to apply for
interesting management positions. But
she added, “We should not lose sight of
the fact that significantly fewer women
apply for senior positions in comparison
with men.”

C Reasons for higher success rates among
women are difficult to isolate. One
explanation suggested is that if a woman
candidate manages to get on a shortlist,
then she has probably already proved
herself to be an exceptional candidate.
Dr Marx said that when women apply
for positions they tend to be better
qualified than their male counterparts but
are more selective and conservative in
their job search. Women tend to research
thoroughly before applying for positions
or attending interviews. Men, on the
other hand, seem to rely on their ability
to sell themselves and to convince
employers that any shortcomings they
have will not prevent them from doing a
good job.

D Managerial and executive progress made
by women is confirmed by the annual
survey of boards of directors carried out
by Korn/Ferry/Carre/ Orban

International. This year the survey shows
a doubling of the number of women
serving as non-executive directors
compared with the previous year.
However, progress remains painfully
slow and there were still only 18 posts
filled by women out of a total of 354
non-executive positions surveyed. Hilary
Sears, a partner with Korn/Ferry, said,
“Women have raised the level of grades
we are employed in but we have still not
broken through barriers to the top.”

E In Europe a recent feature of corporate
life in the recession has been the
de-layering of management structures.
Sears said that this has halted progress
for women in as much as de-layering has
taken place either where women are
working or in layers they aspire to. Sears
also noted a positive trend from the
recession, which has been the growing
number of women who have started up
on their own.

F In business as a whole, there are a
number of factors encouraging the
prospect of greater equality in the
workforce. Demographic trends suggest
that the number of women going into

employment is steadily increasing. In
addition a far greater number of women
are now passing through higher
education, making them better qualified
to move into management positions.
G Organisations such as the European

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Example Answer
The salary range studied in the NB Selection survey. B
Practice Test 4

Questions 14-19

Reading Passage 2 has 7 paragraphs (A-G). State which paragraph discusses each of the
points below. Write the appropriate letter (A-G) in boxes 14-19 on your answer sheet.

14 The drawbacks of current company restructuring patterns.
15 Associations that provide support for professional women.

16 The success rate of female job applicants for management positions.
17 Male and female approaches to job applications.

18 Reasons why more women are being employed in the business sector.
19 The improvement in female numbers on company management structures.

Questions 20-23

The author makes reference to three consultants in the Reading Passage. Which of the list of
points below do these consultants make? In boxes 20-23 write

M if the point is made by Dr Marx

S if the point is made by Hilary Sears

A if the point is made by Ariane Berthoin Antal

20 Selection procedures do not favour women.

21 The number of female-run businesses is increasing.
22 Male applicants exceed female applicants for top posts.
23 Women hold higher positions now than they used to.

Questions 24-27

Using NO MORE THAN THREE WORDS answer the following questions. Write your
answers in boxes 24-27 on your answer sheet.

24 What change has there been in the number of women in top management positions
detailed in the annual survey?

25 What aspect of company structuring has disadvantaged women?
26 What information tells us that more women are working nowadays?

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READING PASSAGE 3

You should spend about 20 minutes on Questions 28-39 which are based on Reading Passage
3 below.

Population viability analysis

Part A

To make political decisions about the extent and type of forestry in a region
it is important to understand the consequences of those decisions. One tool
for assessing the impact of forestry on the ecosystem is population viability
analysis (PVA). This is a tool for predicting the probability that a species
will become extinct in a particular region over a specific period. It has been
successfully used in the United States to provide input into resource
exploitation decisions and assist wildlife managers and there is now enormous
potential for using population viability to assist wildlife management in
Australia’s forests.

A species becomes extinct when the last individual dies. This observation is
a useful starting point for any discussion of extinction as it highlights the
role of luck and chance in the extinction process. To make a prediction about
extinction we need to understand the processes that can contribute to it and
these fall into four broad categories which are discussed below.

Part B

A Early attempts to predict population viability were based on demographic
uncertainty Whether an individual survives from one year to the next
will largely be a matter of chance. Some pairs may produce several young
in a single year while others may produce none in that same year. Small
populations will fluctuate enormously because of the random nature of
birth and death and these chance fluctuations can cause species extinctions
even if, on average, the population size should increase. Taking only this
uncertainty of ability to reproduce into account, extinction is unlikely if
the number of individuals in a population is above about 50 and the
population is growing.

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Practice Test 4

C Variation within a species is the raw material upon which natural selection
acts. Without genetic variability a species lacks the capacity to evolve and
cannot adapt to changes in its environment or to new predators and new
diseases. The loss of genetic diversity associated with reductions in
population size will contribute to the likelihood of extinction.

D Recent research has shown that other factors need to be considered.
Australia’s environment fluctuates enormously from year to year. These
fluctuations add yet another degree of uncertainty to the survival of many
species. Catastrophes such as fire, flood, drought or epidemic may reduce
population sizes to a small fraction of their average level. When allowance
is made for these two additional elements of uncertainty the population
size necessary to be confident of persistence for a few hundred years may
increase to several thousand.

Part C

Beside these processes we need to bear in mind the distribution of a population.
A species that occurs in five isolated places each containing 20 individuals
will not have the same probability of extinction as a species with a single
population of 100 individuals in a single locality.

Where logging occurs (that is, the cutting down of forests for timber)
forest-dependent creatures in that area will be forced to leave. Ground-dwelling
herbivores may return within a decade. However, arboreal marsupials (that is
animals which live in trees) may not recover to pre-logging densities for over
a century. As more forests are logged, animal population sizes will be reduced
further. Regardless of the theory or model that we choose, a reduction in
population size decreases the genetic diversity of a population and increases

the probability of extinction because of any or all of the processes listed above.
It is therefore a scientific fact that increasing the area that is loaded in any
region will increase the probability that forest-dependent animals will become
extinct.

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Questions 28-31

Do the following statements agree with the views of the writer in Part A of Reading
Passage 3? In boxes 28-31 on your answer sheet write

YES if the statement agrees with the writer

NO if the statement contradicts the writer

NOT GIVEN if it is impossible to say what the writer thinks about this

Example Answer

A link exist between the consequences of decisions and

the decision making process itself. YES

28 Scientists are interested in the effect of forestry on native animals.
29 PVA has been used in Australia for many years.

30 A species is said to be extinct when only one individual exists.
31 Extinction is a naturally occurring phenomenon.

Questions 32-35

These questions are based on Part B of Reading Passage 3.

In paragraphs A to D the author describes four processes which may contribute to the
extinction of a species. Match the list of processes (i-vi) to the paragraphs. Write the
appropriate number (i-vi) in boxes 32-35 on your answer sheet.

NB There are more processes than paragraphs so you will not use all of them.

Processes
i Loss of ability to adapt
ii Natural disasters

iii An imblance of the sexes
iv Human disasters

v Evolution

vi The haphazard nature of
reproduction

32 Paragraph A
33 Paragraph B
34 Paragraph C
35 Paragraph D

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Questions 36-38

Based on your reading of Part C, complete the sentences below with words taken from the
passage. Use NO MORE THAN THREE WORDS for each answer. Write your answers in
boxes 36-38 on your answer sheet.

While the population of a species may be on the increase, there is always a
chance that small isolated groups ... (36) ...

Survival of a species depends on a balance between the size of a population
and its ... (37) ...

The likelihood that animals which live in forests will become extinct is
increased when ... (38) ...

Question 39

Choose the appropriate letter A-D and write it in box 39 on your answer sheet.

39 An alternative heading for the passage could be:
A The protection of native flora and fauna

B Influential factors in assessing survival probability
C An economic rationale for the logging of forests
D Preventive measures for the extinction of a species

Practice Test 4

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WRITING TASK 1

You should spend about 20 minutes on this task.

Chorleywood is a village near London whose population has increased
steadily since the middle of the nineteenth century. The map below shows
the development of the village.

Write a report for a university lecturer describing the development of the
village.

You should write at least 150 words.

WRITING

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WRITING TASK 2

You should spend about 40 minutes on this task.

Present a written argument or case to an educated reader with no specialist knowledge of the
following topic:

The idea of having a single career is becoming an old fashioned one. The
new fashion mil be to have several careers or ways of earning money and
further education will be something that continues throughout life.

You should write at least 250 words.

Use your own ideas, knowledge and experience and support your arguments with examples
and relevant evidence.

Practice Test 4

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SPEAKING

CANDIDATE`S CUE CARD

Task 4

THE EXCURSION

The Overseas Students` Club is organising an excursion to a local tourist spot.
You are thinking of joining the exursion. Your examiner is one of the

organisers.

Ask the examiner about: destination

means of transport
length of excursion
cost

meals

clothing/equipment

INTERVIEWER`S NOTES

THE EXCURSION

Select an authentic tourist destination about two hours` drive from your city.
Provide the following information according to local facts:

• Details about what can be seen/done there
• Special bus provided

• Departure and arrival times
• Suggest appropriate local cost

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General Training Module

PART ONE

You are advised to spend 20 minutes on Questions 1-14. First, read the text below and
answer Questions 1-8.

YOUR MOULEX IRON

A Filling the reservoir

Your iron is designed to function using tap
water. However, it will last longer if you use
distilled water.

- Always unplug the iron before filling the
reservoir.

- Always empty the reservoir after use.
B Temperature and steam control

Your Moulex iron has two buttons which
control the intensity of heat produced by the
iron. You can, therefore, adjust the

temperature of the iron and the amount of
steam being given off depending upon the
type of fabric being ironed.

- Turn the steam control to the desired

intensity.

- Turn the thermostat control to the desired
temperature.

Important: If your iron produces droplets of

water instead of giving off steam, your
temperature control is set too low.

C Spray button

This button activates a jet of cold water which
allows you to iron out any unintentional

D Pressing button

This button activates a super shot of steam
which momentarily gives you an additional 40g
of steam when needed.

Important: Do not use this more than five

successive times.

E Suits etc.

It is possible to use this iron in a vertical
position so that you can remove creases from
clothes on coathangers or from curtains.

Turning the thermostat control and the steam
button to maximum, hold the iron in a vertical
position close to the fabric but without

touching it. Hold down the pressing button for
a maximum of one second. The steam

produced is not always visible but is still able
to remove creases.

Important: Hold the iron at a sufficient

distance from silk and wool to avoid all risk of
scorching Do not attempt to remove creases
from an item of clothing that is being worn,
always use a coathanger.

F Auto-clean

In order that your iron does not become furred
up, Moulex have integrated an auto-clean
system and we advise you to use it very
regularly (1-2 times per month).

- Turn the steam control to the off position.
- Fill the reservoir and turn the thermostat
control to maximum.

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Questions 1-4

Match the pictures below to the appropriate section in the instructions. Write the correct letter

A-F in boxes 1-4 on your answer sheet.

Questions 5-8

Answer the following questions on the Moulex iron using NO MORE THAN THREE

WORDS. Write your answers in boxes 5-8 on your answer sheet.

5 What sort of water are you advised to use?

6 What factor makes you decide on the quantity of steam to use?
7 What should you do if your iron starts to drip water?

8 What could damage your iron if you do not clean it?

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Now, read the information below and answer Questions 9-14.
General Training Module

CLASSIC TOURS -

COACH

BREAK

INFORMATION

Luggage

We ask you to keep luggage down to one medium-sized suitcase per person,
but a small holdall can also be taken on board the coach.

Seat Allocation

Requests for particular seats can be made on most coach breaks when

booking, but since allocations are made on a first come first served basis,
early booking is advisable. When bookings are made with us you will be
offered the best seats that are available on the coach at that time.

Travel Documents

When you have paid your deposit we will send to you all the necessary

documents and labels, so that you receive them in good time before the coach
break departure date. Certain documents, for example air or boat tickets,
may have to be retained and your driver or courier will then issue them to
you at the relevant point.

Special Diets

If you require a special diet you must inform us at the time of booking with a
copy of the diet. This will be notified to the hotel or hotels on your coach
break, but on certain coach breaks the hotels used are tourist class and whilst
offering value for money within the price range, they may not have the full
facilities to cope with special diets. Any extra costs incurred must be paid to
the hotel by yourself before departure from the hotel.

Accommodation

Many of our coach breaks now include, within the price, accommodation with
private facilities, and this will be indicated on the coach break page. Other
coach breaks have a limited number of rooms with private facilities which,
subject to availability, can be reserved and guaranteed at the time of booking
- the supplementary charge shown in the price panel will be added to your
account.

On any coach break there are only a limited number of single rooms. When a
single room is available it may be subject to a supplementary charge and this
will be shown on the brochure page.

Entertainment

Some of our hotels arrange additional entertainment which could include
music, dancing, film shows, etc. The nature and frequency of the

entertainment presented is at the discretion of the hotel and therefore not
guaranteed and could be withdrawn if there is a lack of demand or

insufficient numbers in the hotel.

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Questions 9-14

Choose the appropriate letters A-D and write them in boxes 9-14 on your answer sheet.

9 If you want to sit at the front of the coach
A ask when you get on the coach.
B arrive early on the departure date.
C book your seat well in advance.
D avoid travelling at peak times.
10 Your air tickets

A will be sent to your departure point.
B must be collected before leaving.
C will be enclosed with other documents.
D may be held by your coach driver.

11 If you need a special diet you should

A inform the hotel when you arrive.
B pay extra with the booking.
C tell the coach company.
D book tourist class.

12 It may be necessary to pay extra for
A a bathroom.

B boat tickets.
C additional luggage.
D entertainment.

13 Entertainment is available
A at all hotels.

B if there is the demand.
C upon request.

D for an additional cost.

14 With every booking Classic Tours guarantee you will be able to
A request high quality meals.

B take hand luggage on the coach.
C use your own personal bathroom.
D see a film if you want to.

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You are advised to spend 20 minutes on Questions 15-29.

Questions 15-21

Look at the article Clubs for Students. Which club would you contact for each of the

requirements below? Write the appropriate letter A-G in boxes 15-21 on your answer sheet.
You may use each letter more than once.

The first one has been done for you as an example.

15 You would like to take Spanish classes.

16 You want to join a club that has international branches.
17 You would like an opportunity to speak in public.

18 You would like to take part in amateur theatrical productions.
19 You want to visit some famous sites with a group of other students.
20 You are interested in finding out about part-time work.

21 You want to meet some English people who have started their careers.

PART TWO

General Training Module

Example Answer

You wishto go swimming at 7am every morning. G

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There are a variety of Clubs which provide
social and cultural activities for those wishing

to meet others with similar interests from the
same or from different national backgrounds.
A Commonwealth Trust

Organised discussion meetings, learned talks,
cultural events excursions to places of interest
and invitations to major British diary events
Open to overseas visitors and students.
B Charles Peguy Centre

French youth centre providing advice, support
and information to young Europeans aged
between 18-30. Facilities include an
information and advice service regarding
education, work placement and general
welfare rights. Moreover the centre holds a
database of jobs, accommodation and au pair
placements specifically in London. Members
may use a fax machine a copier and

computers for CVs.

Hours Monday: 14.00-17.00
Tuesday-Friday: 10.00-17.00

Membership: £35 per year, plus £5 per month.
C Kensington Committee of

Friendship for Overseas Students

KCOF is the society for young people from all
countries. Each month there are some 40
parties, discos, visits to theatres, concerts,
walks and other gatherings where you will be
able to meet lots of people. A new programme
is sent each month directly to members (£5 to
join in October, less later in the year). Events
are free or at low often reduced prices. Office
open 10.30-17.30 weekdays only

D Royal Overseas League

Open 365 days per year, this is a club with
facilities in London and Edinburgh with

There are branches around the world and 57
reciprocal clubs world-wide. Quarterly

magazine, literary lectures, annual music and
art competitions, and summer and winter
programme of events for members.

Membership fees overseas students aged
17-24 £47 per year + initial joining fee £23.50;
others £70 per year + initial joining fee £35
(half price after July). Further information from
the Membership Secretary.

E YMCA London Central

Facilities include photography art drama,
pottery, language courses, badminton,
squash, exercise to music, circuit training,
sports clinic, fitness testing and other
activities.

Hours weekdays 07.00-22.30, weekends
10.00-21.00. Membership fees: aged 16-17
£25 per year plus attendance charge of £1 30
per visit; aged 18-19 £213 per year; aged
20-25 £366 per year

F London Inter-Varsity Club (IVC)

IVC is an activities and social club with a
varied range of events, from cycling and
drama to windsurfing and yoga. Most

members are young English professionals, but
overseas visitors are welcome. The club
arranges restaurant meals, dancing and
parties, weekends away around Britain, plus a
weekly club night in a Covent Garden bar.
There are usually over 25 different events
every week run by IVG members for IVC
members. To find out more, telephone the
club or write (Freepost) to the office.

G Central Club

Provides accommodation and club facilities.
No membership fee. Coffee shop open for all
meals swimming pool (open 06.00),

multi-CLUBS FOR STUDENTS

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Questions 22-29

Read the article on International Students House and look at the statements below.
In boxes 22-29 on your answer sheet write

TRUE if the statement is true

FALSE if the statement is false

NOT GIVEN if the information is not given in the passage
The first one has been done for you as an example.

22 The club has long-term dormitory accommodation.
23 Membership must be renewed monthly.

24 The club provides subsidised restaurant meals.

25 The club is open to non-members on Tuesday evenings.
26 STA Travel help finance the Students Adviser.

27 The services of the Students Adviser are free to all club members.
28 You must make an appointment to see the Students Adviser.

29 There will be a surcharge for accommodation over the Christmas period.

General Training Module

Example Answer

Answer The club is for overseas students only. FALSE

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INTERNATIONAL

STUDENTS

HOUSE

International Students House is a
unique club and accommodation
centre for British and overseas

students in London. It is located in the
heart of London’s West End and is
close to all public transport facilities.

ACCOMMODATION

* comfortable accommodation for up
to 450 people in single, twin, 3/4
bedded and multi-bedded rooms

* 44 self-contained flats for married
students and families

* long and short stays welcomed

MEMBERSHIP

Club membership is open to all
full-time students, professional trainees,
student nurses and au pairs.

Membership costs are kept to an
absolute minimum to enable the
widest possible access. You can join
for as little as one month and for up to
one year at a time. Membership

entitles you to use the various facilities
of the House. It has:

* restaurants

* student bars and coffee shop
* study rooms

* clubs and societies

* aerobics and fitness training
* discos, dance, jazz and cinema
* travel and excursions and much
more! The best way to check out all
we have on offer is to drop in any
Tuesday evening between 7.15 pm
and 8.30 pm for Open House in the

Club Room. This is an opportunity for
you to meet the staff and other club
members, enjoy a free cup of coffee
and find out all about what’s going
on. You can take advantage of
special membership offers. (Useful
tip: bring along 3 passport size
photographs if you wish to take out
membership.)

ADVICE SERVICE

Thanks to the support of STA Travel
and in association with LCOS (the
London Conference on Overseas
Students) International Students
House now provides the service of an
International Students Adviser. This
new welfare service is open to all
students at London’s bona-fide
academic institutions. It aims to
provide welfare support to help
students overcome any personal or
practical difficulties they may be
experiencing whilst studying in

Britain. One of the key features of the
Advice Service is that the Adviser can
be seen during the evenings until
about 8 pm, Monday to Thursday.

CHRISTMAS & NEW YEAR

Unable to get home for Christmas?
How about joining in the fun at

International Students House! Check
out our special programme of activity
taking place over the Christmas
period. Even come and stay - the
House will be offering reduced
accommodation rates for students
wishing to spend a few days in
London over Christmas. We’ll also
have an exciting New Year’s Eve
party so come and join us and ring in
the new year in the spirit of

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PART THREE

General Training Module

READING PASSAGE 3

You should spend about 20 minutes on Questions 30-41 which are based on the Reading
Passage below.

PAPER RECYCLING

A Paper is different from other waste

produce because it comes from a
sustainable resource: trees. Unlike the
minerals and oil used to make plastics
and metals, trees are replaceable.
Paper is also biodegradable, so it
does not pose as much threat to the
environment when it is discarded.
While 45 out of every 100 tonnes of
wood fibre used to make paper in
Australia comes from waste paper, the
rest comes directly from virgin fibre
from forests and plantations. By world
standards this is a good performance
since the world-wide average is 33 per
cent waste paper. Governments have
encouraged waste paper collection
and sorting schemes and at the same
time, the paper industry has
re-sponded by developing new recycling
technologies that have paved the way
for even greater utilisation of used
fibre. As a result, industry’s use of
recycled fibres is expected to increase
at twice the rate of virgin fibre over the
coming years.

B Already, waste paper constitutes 70%
of paper used for packaging and
advances in the technology required
to remove ink from the paper have

allowed a higher recycled content in
newsprint and writing paper. To
achieve the benefits of

recycling, the community must also
contribute. We need to accept a
change in the quality of paper
prod-ucts; for example stationery may be
less white and of a rougher texture.
There also needs to be support from
the community for waste paper
collec-tion programs. Not only do we need to
make the paper available to collectors
but it also needs to be separated into
different types and sorted from
con-taminants such as staples, paperclips,
string and other miscellaneous items.

C There are technical limitations to the
amount of paper which can be recycled
and some paper products cannot be
collected for re-use. These include
paper in the form of books and
perma-nent records, photographic paper and
paper which is badly contaminated.
The four most common sources of
paper for recycling are factories and
retail stores which gather large
amounts of packaging material in
which goods are delivered, also offices

which have unwanted business
docu-ments and computer output, paper
converters and printers and lastly
households which discard newspapers
and packaging material. The paper
manufacturer pays a price for the
paper and may also incur the collection
cost.

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D Once collected, the paper has to be
sorted by hand by people trained to
recognise various types of paper. This
is necessary because some types of
paper can only be made from particular
kinds of recycled fibre. The sorted
paper then has to be repulped or mixed
with water and broken down into its
individual fibres. This mixture is called
stock and may contain a wide variety of
contaminating materials, particularly if it
is made from mixed waste paper which
has had little sorting. Various
machin-ery is used to remove other materials
from the stock. After passing through
the repulping process, the fibres from
printed waste paper are grey in colour
because the printing ink has soaked
into the individual fibres. This recycled
material can only be used in products
where the grey colour does not matter,

such as cardboard boxes but if the grey
colour is not acceptable, the fibres
must be de-inked. This involves adding
chemicals such as caustic soda or
other alkalis, soaps and detergents,
water-hardening agents such as
cal-cium chloride, frothing agents and

bleaching agents. Before the recycled
fibres can be made into paper they
must be refined or treated in such a
way that they bond together.

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Example

From the point of view of recycling, paper has two advantages over minerals and

oil

Questions 30-36

Complete the summary below of the first two paragraphs of the Reading Passage. Choose

ONE OR TWO WORDS from the Reading Passage for each answer. Write your answers in

boxes 30-36 on your answer sheet.

Questions 37-41

Look at paragraphs C, D, and E and, using the information in the passage, complete the flow
chart below. Write your answers in boxes 37-41 on your answer sheet. Use ONE OR TWO

WORDS for each answer.

SUMMARY

in that firstly it comes from a resource which is ... (30) ... and secondly it is less

threatening to our environment when we throw it away because it is ... (31) ... Although
Australia’s record in the re-use of waste paper is good, it is still necessary to use a
combination of recycled fibre and ... (32) .. to make new paper. The paper industry has
contributed positively and people have also been encouraged by ... (33) ...

to collect their waste on a regular basis. One major difficulty is the removal of ink from
used paper but ... (34) ... are being made in this area. However, we need to learn to accept
paper which is generally of a lower ... (35) ... than before and to sort our waste paper by
removing .. (36) .. before discarding it for collection.

Waste paper collected from:
Factories

Retail stores

(37) ...
Paper converters and printers
Households

The paper is then

(38) ...

and

(39) ...
by adding water

Chemicals are
added in order to

(40) ...
The fibres are then

(41) ...

→

↓↓↓↓↓

General Training Module

←

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WRITING TASK 1

You should spend about 20 minutes on this task.

You have had a bank account for a few years. Recently you received a letter
from the bank stating that your account is $240 overdrawn and that you will be
charged $70 which will be taken directly from your account. You know that this
information is incorrect.

Write a letter to the bank. Explain what has happened and say what you would
like them to do about it.

You should write at least 150 words.

You do NOT need to write your own address. Begin your letter as follows:

Dear Sir,

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General Training Module

WRITING TASK 2

You should spend about 40 minutes on this task.

As part of a class assigment you have to write about the following topic:

We are becoming increasingly dependent on computers. They are used in business,
hospitals, crime detection and even to fly planes. What things will they be used in the
future? Is this dependence on computers a good thing or should we be more suspicious
of their benefits?

You should write at least 250 words.

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Tapescripts

PRACTICE TEST 1

SECTION 1

R = Receptionist
W = Woman
P = Police Officer

R: Good evening, City Police Station. Can I help you?

W: Oh hello, I’d like to report a stolen briefcase, please. Example

R: Just a minute and I’ll put you through.

Repeat

P: Lost property. Can I help you?
W: Oh, yes. I’ve had my briefcase stolen.

P: OK … I’ll take some details … Tell me what it looks like, first of all.
W: Well … it’s a soft leather one, you know, not a heavy box-type like a man’s.
P: Mmm … and how does it close?

W: It’s got buckles at the front ... two of them They’re gold-plated ones. Q1

P: Fine … Was it locked?
W: No, I’m afraid not.

P: Never mind. Any distinguishing features?
W: Pardon?

P: Any marks or badges on it that make it stand out?
W: Only the brand name.

P: And where’s that?

W: It’s on the back … at the bottom in the left-hand corner. It’s Sagi. Oh and Q2

there’s a scratch … it’s quite bad but small … directly above the brand
name. I did it recently putting it on my bike.

P: Right, got that. So, what did you have inside the briefcase?

W: Well all my papers from college. It’s so frustrating but, thank goodness for
computers, I haven’t lost them completely!

P: Yes, you’re lucky.

W: I had my wallet in my pocket so I didn’t lose that but there were also my pens Q3

which I got for my birthday and a novel I was planning to read on the train.
P: Right. Where exactly did you lose the briefcase?

W: Well … I couldn’t believe it. I was standing on the platform … it was right
next to me.

P: You were holding it?

W: I’d just put it down on the floor but I could almost feel it beside me. I was Q4

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Practice Test 1

because it was just getting crowded and the train normally comes at about
twenty-five to six.

---P: Right, if you’ll just give me some personal details ...

W: Yes.

P: What name is it?
W: I’m Mary Prescott.
P: Can you spell that?

W: Yes, it’s P-R E-S-C-O-T-T. Q6

P: And your address?

W: Flat 2, 41, Fountain Road, Canterbury. Qs 7 and 8

P: Fountain Road.
W: Yes, number 41.

P: And have you got a contact telephone number?
W: Yes, it’s 7-5 double 2-3-9.

P: 7-5-double 239. Fine. One last question — what would you say the value of Q9
your briefcase is?

W: Including the contents?

P: Yes, Just a rough estimate is fine.

W: I’m not sure. Well, the briefcase itself is quite new; I bought it last month for

£40. I suppose about £65. The contents are worth about 20 or 25 pounds at Q10

least.

P: That’s fine. Well, if you could come down to the station tomorrow, you can
sign this form and have a look at what we’ve got here.

W: OK, thanks. 'Bye.
P: Goodbye.

SECTION 2

Newsreader: This is the 6 o’clock news for Tuesday 25 November. And first the

headlines:

The Prime Minister has promised to help the drought stricken farmers in the Example

northern part of the country who haven’t seen rain for nearly two years. And in

Sydney a group of school children are successfully rescued from a plane which Q11

landed in the sea shortly after take-off. Transport workers are on strike in

Melbourne over a pay claim and the strike looks set to spread to other states. And Q12

on a fashionable note, there s to be a new look for the staff of QANTAS, Q13

Australia’s national airline.

---The Prime Minister has pledged today that he will make two hundred and fifty Q14

million dollars available to help the drought stricken farmers who have not seen
ram for years, get through the next five years. Money that was to have been spent

on the re-structuring of Sydney’s road system has been re-allocated to what the Q15

P:rime Minister described as 'a more worthy cause'. Farmers are to receive

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them and their farms from financial ruin and are angry that the government did
not act sooner.

A group of school children who were travelling in a privately chartered Q17

aeroplane from Sydney to Queensland to take part in a musical concert found
themselves swimming for the shore when their aeroplane had to land in the sea

just three minutes after taking off from Sydney airport. The pilot managed to Q18

bring the aircraft and its 50 passengers down safely in the calm waters of Botany

Bay where boats and pleasurecraft were able to come to the rescue of the boys. Q19

The fact that it was a weekend meant that there were hundreds of boats in
the bay enjoying the good weather and this undoubtedly helped the rescue

operation. 'We owe our lives to the skill of the pilot,' said one of the boys, but the Q20

pilot replied modestly that it was 'all part of a day’s work'. However, all their Q21

musical instruments were lost and they never got to play at their concert.

SECTION 3

M = male student
F = female lecturer

M: Hello can I come in?

F: Oh yes, come in. How can I help you?

M: I was looking for the Economics office. I’ve been all over the Arts Faculty Example

building looking for it but I could only find the School of Accounting and
Economic History. Is this the right place?

F: Yes this is the School of Economics.

M: Oh good. Um, I’m a new student and I was wondering if someone could give
me some information.

F: Well I might be able to help. I lecture on that program. What do you need to
Know?

M: Quite a few things, actually. Firstly, how many lectures a week do I have to
Attend?

F: Ah, well, the Economics I course is a double unit so there are two lectures a
week and one tutorial. The lectures are scheduled for Tuesday and Thursday.
M: What time?

F: Let me see … You know this information is all in the handout which you Q22

should have received yesterday at the orientation meeting.

M: Oh, was there a meeting yesterday? I didn’t know about that … no one mentioned …
F: Yes, there was, but never mind. Now lectures are at four m the afternoon.

M: Four’s a bit late. I’ve got a part time job that starts at four thirty.

F: Well, you can’t be in two places at once, can you, and attendance at lectures Q23

is necessary. We expect at least 90% attendance at this university you know.
M: 90%! That’s high. Do they enforce that rule?

F: Yes, we do. We’re pretty strict about it actually.

M: And what times have been set down for the tutorials — do you have that

Information?

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Practice Test 1

Monday, Wednesday and Friday, all at 9 o’clock. Yours will be allocated at Q24

the first lecture.

M: Can’t I choose the time?

F: Maybe, maybe not.. You’ll have to talk to the lecturer on the course. Q25

Dr. Roberts is his name.
M: Oh, OK.

---F: Anything else I can help you with while you’re here?

M: Well, yes, actually. Do you know what the course requirements are? I mean,
how much work is expected for this course?

F: Well, you have to complete a tutorial paper.
M: What does that involve?

F: Well, it’s a piece of work on a given topic based on some set reading texts.

You’ll have to give a small talk to your tutorial group ... Q26

M: How long does that have to be?
F: Oh, about 25 minutes usually.

M: I have to talk for 25 minutes?

F: Yes, that’s right. And then you have to write up your piece of work and give Q27

it to the lecturer to be marked.
M: Right. And is that all?

F: No. You also have to complete a 3,000 word essay on a topic.
M: Can I choose the topic?

F: Yes, usually you can. Q28

M: Right. That shouldn’t be too bad.
F: And in addition to that there is an exam.
M: An exam! What sort of exam?

F: Well, it’s an open book exam. Q29

M: Does that mean I can have the text book with me during the exam?
F: Yes, that’s right.

M: And can you give me any idea about the content of the first year of
Economics so that I can get into some reading?

F: Well, you’ll be getting the reading list next week when lectures start. All the
books are in the library.

M: Yes, but won’t everyone else take them out as soon as they get the reading
list too?

F: Well, yes, they might. But most of the important ones are held in Closed Q30

Reserve ... that’s a part of the library where you can go to read books but
you can’t take them out of the building.

M: What did you call that section of the library?

F: Closed Reserve. However, we do recommend that you buy the core books.
You’ll find them useful and you’ll need them for the exam.

M: Yes, I suppose I will. But what is the focus of the course?

F: Well, the course at this university has a vocational focus, that is a focus on Q31

preparing its graduates for work, so we’re orientated very much towards
employment.

M: So my chances of getting a job are good?
F: Well, provided you get good results.

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F: That’s fine. See you next week then.

SECTION 4

Lecturer:

Good morning and welcome to the University of Westlands. My name is Marcia
Mayhew and I’m the co-ordmator of the Bachelor of Social Science degree. This
morning I’d like to tell you about the structure of the university and about some
of the requirements of the degree that you’re about to enter. The Bachelor of

Social Science is in one faculty within the university, that is the faculty where I Q32

work, known as Arts and Social Sciences. Here on this campus we also have the
faculties of Architecture, Law and Science and Technology among others.
It’s important to know something about the structure of the faculty because, as
you go through your course, you may need to call on members of the staff to help
you.

At the top of the faculty we have a dean and below the dean we have three Q33

divisions; each division has a divisional head and your degree is located in the
Division of Social Sciences. Within each of the divisions, there are the departments
and each of these offers the different degrees. For instance two of the departments
which offer the major subjects for your award are Sociology and Psychology. Each
has a departmental head but for practical purposes the people you are going to
see the most of are myself as co-ordinator of the social sciences degree and the
actual lecturers who are teaching the subjects that you are taking. For instance in

the first semester you’ll be doing four subjects psychology sociology history and Q34

economics.

If you have any problems or difficulties, not that I’m anticipating you will, but
you never know, then you should go and see your lecturers. For instance, you

may find that you can’t meet a deadline for an essay or perhaps you re having Q35

problems with attendance. These seem to be the two most common problems that Q36

students face.

---If your lecturers are unavailable, you can always come and see me in my office.

I’m available on Wednesday and Thursday mornings and on Friday afternoons Q37

Outside these hours, perhaps you could ring the secretary and make an appointment.
Now you’ll note that all of the subjects which you undertake in the first year
are composed of lectures and tutorials. A lecture is about an hour long and a
tutorial usually runs for about two hours. A lecture is rather like what I am doing
now where one person will talk to all of you together on a subject. We do ask you
to try to attend the lectures.

A tutorial is perhaps where most of the learning occurs at a university. You will
be divided into groups of between 12 and 15 students and each week one of you
will have to present a piece of work to the group as a whole and then the group

will discuss what you’ve said. It’s this discussion, this exchange of ideas, which Q38

really constitutes the basis of university learning, in my view. Listening to lectures

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Practice Test 2

PRACTICE TEST 2

the library but the discussion at the tutorial is very important. This doesn’t mean
that you shouldn’t go to the lectures though!

Other factors to be particularly concerned about are the structure of essays and

delivery of written material and in particular I would like to mention the question
of plagiarism. Plagiarism is taking other people’s work without acknowledging it,
that is, without saying where it comes from. Of course all essays are based on

research done by other people but you must remember to attribute the work to the Q39

original writer. And while it’s a good idea to work with other people don’t hand
in work which is exactly the same as your friend’s work because we will notice! If

you don’t acknowledge the source of your information then you run the risk of Q40

failing the subject or in very serious cases you might be denied entry to the university.

Last but not least, stay in touch with us. If things are getting you down, don’t Q41 tests

go and hide. Come and talk to us about it. That’s what we are here for. Right, global

thank you very much for coming along today.

under-standing of the talk

SECTION 1

C = Counsellor
K = Kate
L = Luki

C: Hi there, Kate. Come on in. How are you today?
K: Fine thanks.

C: Hi, Luki. Hows things?
L: OK.

C: Well, as I explained on the phone, Im a Counsellor here at the Student
Services section of the university and Im interviewing overseas students to
help me draw up a guide for new students so Id be grateful if you could tell
me a little about your time since youve been here in Cambridge.

K: Right.
L: Good idea.

C: Now, Kate lets start with you. OK, um this is your second semester isnt
It? Could you tell us something about your first impressions of the town
when you arrived?

K: Yeah well first of all I was struck by how quiet it is here in the evening Example
Repeat

C: Yes, I suppose Cambridge is a quiet place. Where did you live when you first
arrived?

K: Well, I went straight into student accommodation; it was a kind of student Q1

hostel.

C: Ah right, so you didnt have to worry about doing your own cooking or

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K: No, but sometimes I wished I had! The food at the hostel was awful. Q2

C: Oh dear. But how were the other students?

K: To be honest I haven’t managed to make many friends even though the place

is full. People seem to keep to themselves; they’re not really very friendly. Q3

C: Oh I’m sorry to hear that. Well, what about the actual course? You’re
studying … uh?

K: I’m doing a Masters by coursework in Environmental Studies.
C: Ah, right, and how are you finding that?

K: Yeah, well, it’s been pretty good really. I’ve enjoyed the course, but I feel

there hasn’t been enough contact with the lecturers. They all seem to be Q4

incredibly busy. The only chance I’ve really had to talk to them was on the
field trip.

C: Well that’s no good. Could anything be done to improve the course in your
opinion?

K: Well … I think it would be helpful to have meetings with lecturers on the Q5

course. Say once a fortnight — something like that.

C: Regular meetings. Yes that could certainly help. Now Kate, we’ll come back.
to you in a minute, but I’d just like to ask Luki some questions.

---C: Luki, Where are you from?

L: I am from Indonesia.

C: And how did you find Cambridge when you first arrived?
L: Well, I like it here. I think the city is very beautiful.
C: What about your accommodation? Was that OK?

L: Yes, OK. At first I stayed with a family for three months. They were very Q6

kind to me but they had three young children and I found it difficult to Q7

study
C: Right, I see.

L: So after three months I moved out and now I live with two other students in

a student house. It’s much cheaper and we like it there. Q8

C: Good, and what about your studies? What are you studying?

L: I’m doing a Bachelor of Computing. Q9

C: Computing. I see. Um, apart from the language difficulties, if you can
separate them, how have you found the course?

L: OK, but …
C: Yes, go on.

L: Well, the main difficulty for me is getting time on the computers in the
computer room. It’s always busy and this makes it very hard to do my

practical work.

C: Yes, I’m sure it would. Can you reserve time in the computer room?
L: No, you can’t … but it would certainly help if we could reserve computer

time. Q10

C: Yes. I’ll look into that and see if something can’t be done to improve things
over there. Now let’s go back to Kate...

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Practice Test 2

SECTION 2

Radio presenter:

Well, last week we talked about buying camping equipment and today I’d like to
talk to you about buying a bicycle. A simple enough exercise, you might imagine,
but there are lots of things to look out for to make sure you get the best deal for
your money.

Well, the range of bicycles is enormous — there are racing bikes, touring bikes,

mountain bikes or just plain ordinary bikes for riding round town. They vary Q11

enormously in two basic ways: price and quality. This means that the choice you Q12

make will probably be determined by the amount of money you want to pay, your
own personal needs, what is actually available or a compromise of all three things.

However, in broad terms you can spend anything from $50 to $2,000 on a bike so, Q13

you’ll need to know what you are looking for.

Single speed cycles — that is bikes with no gears, are really only suited to short,

casual rides. Their attraction is their simplicity and reliability. After years of Q14

neglect they still manage to function, though not always too efficiently. If it’s basic
transport you’re after then you can’t go wrong.

Three speed cycles on the other hand are all that is really necessary for most

town riding, going to the shops and things like that. Like the single speed bike Q15

they are simple and reliable. If you are going to be going up and down lots of
hills, then you’ll probably want something more efficient.

Five and ten speed bicycles are best suited to riding over long distances or hilly

terrain and to serious touring, so if it’s serious touring you’re interested in, get a five Q16

or ten speed bike. However it’s worth remembering that the difference in price

between a five and ten speed cycle is usually very little and so it’s well worth Q17

paying that little bit extra to get the ten speed one. So I would tend to recommend
the ten speed bike as the price is similar — however you’ll be getting better

quality components. Q18

Now the next thing we need to look at is size. Buying a cycle is like buying

clothes, first of all you find the right size and then you try it on to see if it fits. Q19

Contrary to what you might imagine, the size of the cycle is not determined by the

size of the wheels (except in children’s cycles), but by the size of the frame. So Q20

you’ll need to measure the length of your legs and arms to get a frame that is the
right size for you.

Well, that’s all from Helpful Hints for today …

SECTION 3

F = Fiona

M = Martin

F: Hi there, Martin. How are you going with your Australian studies tutorial
paper?

M: Oh good. I’ve finished it actually.

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M: Well after some consideration I decided to look at the history of banana
growing in Australia.

F: (surprised) Banana growing!
M: Yes, banana growing.

F: (sarcastically) Fascinating, Im sure! Q21

M: Well its not as boring as youd think. And I wanted to tie it in to the
work Ive been doing on primary industries and the economy. Anyway I bet
there are a few things you didnt know about bananas!

F: Such as?

M: Such as the fact that bananas were among the first plants ever to be
domesticated.

F: Oh, really?

M: Yes, theyre an extremely nourishing food. Q22

F: I suppose youre going to tell me the whole history of banana growing now
arent you?

M: Well, itd be a good practice run for my tutorial next week. Ill do the same Q23

for you some time.

F: OK. Fire away. So where were these bananas first domesticated?

M: According to my research, the Cavendish banana, which is a type of banana
and the first type to be cultivated here, actually originated in China but they
had a fairly roundabout route before they got to Australia.

F: You mean they didnt go straight from China to Australia?

M: No, they didnt. It seems that in 1826, bananas were taken from South China
to England.

F: I suppose they would have made a welcome addition to the English diet.
M: Yes, Im sure. Well apparently there was an English Duke who was

particularly fond of bananas and he used to cultivate them in his hothouse,
which is where you have to grow them in England, of course, because of the

cool climate and they became quite popular in the UK. So he was the one Q24

responsible for cultivating the Cavendish banana which was then introduced
into Australia.

F: I see. And weve been growing them ever since?
M: Yes.

---F: Are they hard to grow?

M: Well, yes and no. To grow them in your garden, no, not really. But to grow
them commercially you need to know what you’re doing. You see you only

get one bunch of bananas per tree and it can take up to three years for a tree Q25

to bear fruit if you don’t do anything special to it. But this period is greatly
reduced with modern growing methods, particularly in plantations where you
have perfect tropical conditions.

F: Right! So what are you looking at? One year? Two years?

M: No, no, around 15 months in good conditions for a tree to produce a bunch of Q26

bananas. And once youve got your bunch you cut the bunch and the plant down.
F: So how do the trees reproduce then?

M: Well, bananas are normally grown from suckers which spring up around the

parent plant, usually just above the plant. They tend to like to grow uphill Q27

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Practice Test 2

F: So that’s why banana plantations are usually on hillsides, is it?
M: Yes. They grow best like that.

F: That’s interesting!

M: If you plant them in rich soil and give them plenty of water at the beginning Q28

of summer, then they should be well advanced by the beginning of winter

when growth virtually stops. But in a country like England, theyre hard to
grow, although you can grow them in a hothouse.

F: But in Australia, its not difficult?

M: No, though even here, the growers put plastic bags around the bunches to Q29

protect them and keep them warm. If you go up to the banana growing

districts, youll see all these banana trees with plastic bags on them.
F: But how do they stop the bananas going bad before they reach the shops?
M: Well, the banana bunches are picked well before the fruit is ripe. Once you

cut the bunch, the bananas stop growing but they do continue to ripen. The
interesting thing is that once one banana ripens, it gives off a gas which then

helps all the others to ripen so they pretty much all ripen within a few hours Q30

of each other.

F: Amazing! So do we export lots of bananas overseas, to Europe and Asia for
instance?

M: Well, oddly enough, no. I believe New Zealand takes a small proportion of Q31 or 32

the crop but otherwise theyre mostly grown for the domestic market, which Q32 or 31

is surprising when you think about it because we grow an enormous number
of bananas each year.

F: Yes, well thank you for all that information. Im sure the tutorial paper will
go really well you certainly seem to have done your research on the subject.
M: Lets hope so.

SECTION 4

J = John

D = Diane Greenbaum

J: Good morning, good morning, everyone, and welcome to our regular lecture
on health issues. This series of lectures is organised by the Students’ Union
and is part of the union’s attempt to help you, the students of this university,

to stay healthy while coping with study and social life at the same time. So Q33

it’s a great pleasure for me to welcome back Ms Diane Greenbaum who is a

professional dietician and who has been kind enough to give up her time, in Q34

what I know is a very hectic schedule, to come along and talk to us today.
D: Thank you. Thank you very much, John. May I say it’s a pleasure to be

back. Now, stresses at university, being away from home and having to look
after yourselves, learning your way around the campus all contribute to
making it quite hard sometimes to ensure that your diet is adequate. So
today I’m going to talk about ways of making sure that you eat well while at

the same time staying within your budget. Q35

---If you have a well balanced diet, then you should be getting all the vitamins

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that you need for normal daily living. However sometimes we think we’re
eating the right foods but the vitamins are escaping, perhaps as a result of

cooking and anyway we’re not getting the full benefit of them. Now, if you Q36

lack vitamins in any way the solution isn’t to rush off and take vitamin pills.
though they can sometimes help. No it’s far better to look at your diet and
how you prepare your food.

So what are vitamins? Well, the dictionary tells us they are food factors
essential in small quantities to maintain life. Now, there are fat soluble
vitamins which can be stored for quite some time by the body and there are
water soluble vitamins which are removed more rapidly from the body and

so a regular daily intake of these ones is needed. Q37

OK, so how can you ensure that your diet contains enough of the vitamins
you need? Well, first of all, you may have to establish some new eating
habits! No more chips at the uni canteen, Im afraid! Now firstly, you must

eat a variety of foods. Then you need to ensure that you eat at least four Q38

servings of fruit and vegetables daily. Now youll need to shop two or three
times a week to make sure that theyre fresh, and store your vegetables in the

fridge or in a cool dark place. Q39

Now let s just refresh our memories by looking at the Healthy Diet
Pyramid. OK, can you all see that? Good. Well ,now, as you see weve got
three levels to our pyramid. At the top in the smallest area are the things
which we should really be trying to avoid as much as possible. Things like

Example yes, sugar, salt, butter all that sort of thing.

Next, on the middle of our pyramid we find the things that we can eat in

moderation. Not too much though! And thats where we find milk, lean meat, Q40

fish, nuts, eggs. And then at the bottom of the pyramid are the things that

you can eat lots of! Because theyre the things that are really good for you Q41

And here we have bread, vegetables and fruit. So dont lose sight of your
healthy diet pyramid when you do your shopping.

SECTION 1

M = Male student

F = Female student
C = Clerk

M: How do you come to the university each day? Train or bus or do you have a
car?

F: Oh, I always walk — I haven’t got a car and anyway I live quite close. Example
Repeat

M: Do you know anything about parking rights on the campus? I was wondering

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Practice Test 3

F: Yes, I think it’s possible for post graduate students but not for Q1

undergraduate students.

M: That doesn’t seem very fair.

F: No, I suppose not, but there simply isn’t enough room on the campus for
everyone to park.

M: Do you need a parking permit?
F: Yeah, I believe you do.
M: Where do I get that from?

F: I think you can get a parking sticker from the administration office.
M: Where’s that?

F: It’s in the building called Block G. Right next to Block E. Q2

M: Block G?
F: Yeah.

M: Oh right. And what happens to you if you don’t buy a sticker? Do they
clamp your wheels or give you a fine?

F: No, I think they tow your car away. Q3

M: Oh really?

F: Yeah. And then they fine you as well because you have to pay to get the car Q3

back.

M: I’d better get the sticker then.
F: Yeah.

M: Where exactly is the administration office again? I’m new to this university
and I’m still trying to find my way around.

F: Right. You go along Library Road, past the tennis courts on your left and
the swimming pool on your right and the administration office is opposite
the car park on the left. You can’t miss it.

M: So it’s up Library Road, past the swimming pool, opposite the car park. Q4

Right, I’ll go straight over there. Bye and thanks for the help.

---C: Good morning, can I help you?

M: Yes, I was told to come over here to get a parking sticker. Is this the right
place?

C: Yes, it is. Are you a post graduate student?
M: Yes, I am.

C: OK, well, I’ll just need to take some details ... Your name?

M: Richard Lee — that’s spelt L double E. Q5
C: Richard ... Lee. And the address?

M: Flat 13, 30 Enmore Road Q6

C: How do you spell Enmore?

M: E-N-M-0-R-E. And that’s in the suburb of Newport: N-E-W-P-0-R-T. Q7

C: Faculty?

M: I beg your pardon?
C: Which faculty are you in?

M: Architecture, the Faculty of Architecture. Q8

C: Right ... and the registration number of your car?

M: Let me see um L X J five oh ... No, sorry, I always get that wrong, it’s

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M: No … 058K

C: Ah. And what make is the car?

M: It s a Ford Q10

C: A Ford. Fine! Well, I’ll just get you to sign here and when you’ve paid the
cashier I’ll be able to issue you with the sticker.

M: Right. Where do I pay?

C: Just across the corridor in the cashier’s office. Oh, but it’s 12.30 now and

they close at 12.15 for lunch. But they open again at a quarter past two until Q11

4.30

M: Oh .. they’re not open till quarter past two?

C: No. When you get your sticker, you must attach it to the front windscreen of Q12

your car. I m afraid it’s not valid if you don’t have it stuck on the window.
M: Right, I see. Thanks very much I’ll just wait here then.

SECTION 2

Guide:

Good morning everyone, and welcome to the Maritime Museum.

Now before we commence our tour I’d just like to tell you a little bit about the
history of the museum As you can see, it’s a very modern building built in the
post modern style and it was in fact opened by the Prime Minister of Australia

in November 1991. It’s been designed with a nautical flavour in mind to remind us of Q13

our links with the sea. But the museum isn’t only housed in this building, there are
a number of historic ships docked outside in the harbour which form part of the

museum and which you are also free to visit, and we’ll be coming to them shortly Q14

I’d just like to point out one or two things of general interest while we’re here.

Handicapped toilets are located on this floor and the door shows a wheelchair. Example

The cloakroom where you can hang your coat or leave your bags is just behind us
here. The education centre is on the top floor and there’s a good little library in
there which you might like to use. Follow the signs to the Education Centre —

you’ll see a lot of little green arrows on the wall. The green arrows will take you Q15

there. The information desk, marked with the small letter i on your plan is located
right here in the foyer, so if you get separated from your friends, I suggest you

make your way back to the information desk because we’ll be returning to this Q16

spot at the end of the tour. All right?

Now if you look out this window you should be able to see where the
museums ships are docked. If you want to go on a tour of the old ship, the

Vampire, shes docked over there and you should meet outside on the quay.
However a word of warning! I dont recommend it for the grandmas and

grandpas because there are lots of stairs to climb. Right, now, lets move on Q17

Oh, I almost forgot to give you the times for that tour. Now, tours of the Vampire

run on the hour every hour. All right? Q18

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Practice Test 3

Cook, so come back here later on if you want to learn more about Captain Cook. Q19

Now, we’re moving along the gallery known as the Leisure Gallery. This is one
of our permanent exhibitions and here we try to give you an idea of the many
different ways in which Australians have enjoyed their time by the sea: surfing,

swimming, lifesavmg clubs, that’s all very much a part of Australian culture. At the Q20

end of this section we’ll come to the Picture Gallery where we’ve got a marvellous

collection of paintings all by Australian artists. I think you can buy reproductions Q21

of some of these paintings in the museum shop. Well worth a good look.
Now we’re coming to the Members’ Lounge. As a member of the museum you
would be entitled to use the members’ lounge for refreshments. Membership costs

$50 a year or $70 for all the family. So it’s quite good value because entry to the Q22

museum is then free.

And down at the far end of this floor, you’ll find the section which we’ve called

Passengers and the Sea. In this part of the museum we’ve gathered together a

wonderful collection of souvenirs from the old days when people travelled by ship. Q23

You’ll find all sorts of things there: old suitcases, ships’ crockery, first class cabins
decorated in the fashion of the day. Just imagine what it must have been like to
travel first class.

Now I’m going to leave you to walk round the museum on your own for a while
and we’ll all meet back again at the information desk in three quarters of an
hour’s time. I hope you enjoy your time with us at the museum today. Thank you.

SECTION 3

T = Tutor

M = Mark
S = Susan

T: OK, everybody, good morning! It’s Mark’s turn to talk to us today so
Mark, I’ll ask you to get straight down to business.

M: Right!

T: Now following on from what we were discussing last week in Susan’s tutorial
on approaches to marketing, you were going to give us a quick run down on

a new strategy for pricing which is now being used by many large companies Q24

known as “revenue management” … before we go on to your actual tutorial
paper on Sales Targets. Is that correct?

M: Yeah, OK, well …

T: So what exactly is revenue management?

M: Well, it’s a way of managing your pricing by treating things like airline
tickets and hotel rooms rather more as if they were perishable goods.
S: Yeah, I just tried to book a ticket yesterday for Perth and would you believe

there are three different prices for the flight?
M: Right! And what was the rationale for that?

S: Well … the travel agent said it depended on when you book and the length

of the stay, like it’s cheap if you stay away for a Saturday night, presumably

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you can’t get a refund if you have to cancel; in that case the ticket costs
about half the price. You wouldn’t think it would make that much
difference, would you?

M: Well it does, and that’s basically because the airlines are now treating their
seats like a commodity. You see — if you want a seat today, then you pay far
more for it than if you want it in three weeks’ time.

S: That seems rather unfair.

M: Well … not really … when you think about it, that’s just common sense isn t Q26

if?

S: I suppose so.

T: What this actually means is that in the same row of seats on the same flight
you could have three people who have all paid a different price for their
tickets.

S: And is this just happening in Australia?

M: No, no it’s the same all over the world. Airlines are able to “market” a seat as
a perishable product, with different values at different stages of its life.
S: Well like mangoes or apples at the market.

M: Yeah, it’s exactly like that. The fact is that the companies are not actually

interested in selling you a cheap flight! They’re interested in selling the seats Q27

and flying aeroplanes that are full.

T: Mark why do you think revenue management has come about?

M: Well, as far as I can see there are two basic reasons: firstly because the law

has been changed to allow the companies to do this. You see in the past they Q28

didn’t have the right to keep changing the prices of the tickets, and secondly

we now have very powerful computer programs to do the calculations and so Q29

the prices can be changed at a moment’s notice.

S: So you mean ten minutes could be critical when you’re buying a plane ticket?
M: Absolutely!

T: That’s right!

M: And I understand we have almost reached the stage where these computer
programs that the airlines are using will eventually be available to consumers

to find the best deals for their travel plans from their home computer Q30

S: Heavens! What a thought! So the travel agent could easily become a thing of
the past if you could book your airline tickets from home. Are there any
other industries using this system, or is it restricted to the airline business?

M: Many of the big hotel groups are doing it now. That’s why the price of a bed Q31

in a hotel can also vary so much … depending on when and where you book
it

T: It’s all a bit of a gamble really.

M: Yes, and hire car companies are also using revenue management to set their Q32

tariffs, because they are also dealing with a “commodity” if you like … so the
cost of hiring a car will depend on demand.

T: Well, thank you, Mark, for that overview … that was well researched. Now
let’s get on with your main topic for today…

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Practice Test 3

SECTION 4

Marketing Consultant:

Good morning. Welcome to this talk on Space Management. And today I’m going
to look particularly at space management in the supermarket.

Now since the time supermarkets began, marketing consultants, like us, have
been gathering information about customers’ shopping habits.

To date, various research methods have been used to help promote the sales of

supermarket products. There is, for example, the simple and direct questionnaire Examph

which provides information from customers about their views on displays and Q33

products and then helps retailers make decisions about what to put where.
Another method to help managers understand just how shoppers go around

their stores are the hidden television cameras that film us as we shop and monitor Q34

our physical movement around the supermarket aisles: where do we start, what do
we buy last, what attracts us, etc.

More sophisticated techniques now include video surveillance and such devices

as the eye movement recorder. This is a device which shoppers volunteer to wear Q35

taped into a headband, and which traces their eye movements as they walk round
the shop recording the most eye-catching areas of shelves and aisles.

But with today’s technology. Space Management is now a highly sophisticated
method of manipulating the way we shop to ensure maximum profit. Supermarkets
are able to invest millions of pounds in powerful computers which tell them what
sells best and where.

Now, an example of this is Spaceman which is a computer program that helps Q36

the retailer to decide which particular product sells best in which part of the store.
Now Spaceman works by receiving information from the electronic checkouts
(where customers pay) on how well a product is selling in a particular position.

Spaceman then suggests the most profitable combination of an article and its Q37

position in the store.

---So, let’s have a look at what we know about supermarkets and the way people
behave when they walk down the aisles and take the articles they think they need
from the shelves.

Now here’s a diagram of one supermarket aisle and two rows of shelves. Here’s
the entrance at the top left-hand corner.

Now products placed here, at the beginning of aisles, don’t sell well. In tests,

secret fixed cameras have filmed shoppers’ movements around a store over a seven-day

period. When the film is speeded up, it clearly shows that we walk straight past Q38

these areas on our way to the centre of an aisle. Items placed here just don’t
attract people.

When we finally stop at the centre of an aisle, we pause and take stock, casting
our eyes along the length of it. Now products displayed here sell well and do even

better if they are placed at eye level so that the customer’s eyes hit upon them Q39

instantly. Products here are snapped up and manufacturers pay a lot for these

shelf areas which are known in the trade as hotspots. Naturally everyone wants Q40

their products to be in a hotspot.

But the prime positions in the store are the ends of the aisles, otherwise known

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products are launched in these positions and manufacturers are charged widely
varying prices for this privileged spot. Also, the end of an aisle may be used for

promoting special offers which are frequently found waiting for us as we turn the Q41

corner of an aisle.

Well, now, eventually of course, we have to pay. Any spot where a supermarket
can be sure we are going to stand still and concentrate for more than a few
seconds is good for sales. That’s why the shelves at the checkout have long been a

favourite for manufacturers of chocolates — perhaps the most sure-fire “impulse” Q42

food of all.

SECTION 1

F = Female student
M = Male student
C = Clerk

F: Excuse me. Can you help me? I was looking for the Main Hall.

M: Maybe I can, actually. I’m looking for the Main Hall, too. I think it’s in the Example

Administration building. Are you a new student?
F: Yes, I am.

Repeat

M: I thought you looked as lost as me. I’m trying to find the admin building,
too, so that I can register for my course. But I don’t seem to be having much
luck.

F: Well, look, according to this map of the campus here, you go straight up the

steps, turn left and the building is on the right. OK, let’s see if we can find it. Q1

M: Oh, this looks right. Oh, yeah, it must be. Look, there are hundreds of other
people here!

F: There must be at least 50 people in the queue — we’ll be here till gone 2 Q2

o’clock at this rate.
M: And I’m starving!
F: So am I.

M: Actually, I was on my way to the canteen to get something for lunch. Why
don’t I go to the canteen and buy something and you stay here and wait?
F: Good idea.

M: What would you like? Pizza, sandwich, hot dog, fried rice. They do
everything ...

F: Oh, something easy. Take away fried rice sounds good.
M: OK, fried ...

F: No, on second thoughts, I’ll have a cheese and tomato sandwich. Q3

M: Right one cheese and tomato — anything to drink?
F: Yeah, get me a coffee, would you?

PRACTICE TEST 4

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Practice Test 4

F: Oh, um ... get me an orange juice, then. Look, here’s five dollars. Q4

M: Oh, take two dollars back, it shouldn’t cost me more than three dollars.

F: Well, keep the five and we’ll sort it out later. Oh, and could you get me an Q5

apple as well?
M: OK. Back in a minute.

---F: Oh, hello. I’m here to register for the First Year Law course.
C: I’ll just have to fill out this form for our records. What’s your name?
F: Julia Perkins.

C: Can you spell that for me?

F: Yeah, that’s J-U-L-I-A P-E-R-K-I-N-S. Q6

C: Address?

F: Flat 5, 15 Waratah Road, that’s W-A-R-A-T-A-H, Brisbane. Q7 and Q8

C: Brisbane ... And your telephone number?

F: We haven’t got the phone on yet. We’ve only just moved in.

C: OK, well can you let us have the number once the phone’s connected and I’ll

make a note here to be advised. And the course? Q9

F: I beg your pardon?

C: What course are you doing?

F: First Year Law. Q10

C: Right. Well, you’ll have to go across to the Law Faculty and get this card
stamped and then you come back here with it and pay your union fee.
F: Thanks very much.

---M: Oh, there you are.

F: I thought you were never going to come back.

M: Sorry! The canteen was absolutely packed and I had to wait for ages. Then
when I got to the front of the queue they had hardly any food left. So I had

to get you a slice of pizza. I’m sorry. Q11

F: Oh, that’s OK. I could eat anything, I’m so hungry.

M: And there’s your bottle of orange juice and your apple. At least I managed that.
F: Great. Thanks a lot.

M: Oh and here’s your $2 back.

F: Don’t worry about it. Buy me a cup of coffee later!
M: Oh, alright then! So how’d you go?

F: Well in order to register we’ve got to go to the Law Faculty and get this card

stamped and then go back to the Admin building and pay the union fees. Q12

That means we’re registered. After that we have to go to the notice board to
find out about lectures and then we have to put our names down for tutorial
groups and go to the library to ...

M: Great. Well first let’s sit down and have our lunch.

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SECTION 2

Speaker:

Thanks for turning up today, thanks for turning up toddy to this short talk I’m
going to give on student banking. Many of you are unfamiliar with the way banks
work in this country and today’s talk should just give you a few starting points. I
will of course answer any questions at the end.

Right. Well ,as you probably know, you’ll need to open a bank account while
you’re here — it’s the safest place to keep your money and it’s best to open an

account with one of the major banks. You should each have a handout with the

names and addresses … there’s Barclays in Realty Square, National Westminster in Example
Preston Park, Lloyds in City Plaza and Midland in Hope Street. OK. All these banks Q13

offer special student accounts. However, it’s important to note that as an

international student you’ll not necessarily be eligible for all the facilities offered to
resident students.

Now, as an international student you will need to provide evidence that you can Q14

fund yourself for however long your course lasts. Banks have different policies and
the services that they’ll offer you will depend on your individual circumstances and
on the discretion of the bank manager involved. So it’s a matter of going there and
finding out about your own particular situation.

Right, erm, when you do go to open a bank account, you should take some
documentation with you. I’ve already mentioned that you must be able to support

yourself. In addition to this most banks ask you to bring your passport and your Q15

letter or certificate of enrolment. OK?

Now, by far the most useful type of account to open is a current account. When

you do this, you will actually get what is called a “student account” which is a Q16

current account with special concessions for students. When you open the account,

the bank will give you a chequebook and you can use this to draw money out Q17

as you need it. If you need to write cheques in shops, you’ll also need a cheque
card. This is really an identity card which guarantees that correctly written cheques
up to the value stated on the card will be honoured by the bank. OK?

---Right, er, if you want to draw out cash for yourself you can make the cheque
payable in your own name or “to cash”. You can also withdraw cash from a
cashpoint machine with a cashcard. These are extremely useful as they enable you

to withdraw cash from your account during the day or at night. Q18

There is also another card called Switch or Delta and you can use this to pay for

things in shops. It takes the money right out of your account, so you don’t need QI9

your chequebook.

Now — you may want to take more money out of the bank than you have in it.
This is called having an overdraft. Be very careful with this you should not do

this without permission from your bank. Overdrafts usually incur charges though Q20

some banks offer interest-free overdrafts to some students. But find out before you
get one! Right?

Well, that just leaves opening times — when can you go? Banks used to be open
from 9.30 am until 3.30 pm from Monday to Friday but many main branches are

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Practice Test 4

London and other major cities are now open for a limited time on Saturdays.
OK — any questions?

SECTION 3

I = Ilmar
D = Dawn
I: Hi, Dawn.
D: Oh hi, Ilmar.

I: I’m glad I’ve bumped into you. I’ve just found a great idea for the
presentation we’ve got to do for Dr Banks next month.

D: What, the one on everyday objects?

I: Yes ... look at this article ... it’s really interesting.
D: The aluminium coke can?

I: You know ... coca cola cans, soft drink cans. Look let’s sit down here. Have
you got a minute?

D: Sure ... I’ll just get my bag.

D: OK, so you think we can get a presentation out of this article?

I: I’m sure we can. First of all we can provide some interesting facts about the
aluminium cans that we drink out of every day.

D: Like ... ?

I: Well, here ... it says that in the US they produce 300 million aluminium Q22

drink cans each day.
D: Wow! 300 million!

I: Exactly. That’s an enormous number. It says here “outstrips the production

of nails or paper clips”. And they say that the manufacturers of these cans Q23

exercise as much attention and precision in producing them as aircraft
manufacturers do when they make the wing of an aircraft!

D: Really! Let’s have a look.

I: They’re trying to produce the perfect can - as thin but as strong as possible.
D: Mmm ... this bit’s interesting ... “today”s can weighs about 0.48 ounces:

thinner than two pieces of paper ... from this magazine say.’ Q24

I: Yeah, and yet it can take a lot of weight.

D: More than 90 pounds of pressure per square inch — three times the pressure

of a car tyre. OK, I agree, it’s a good topic. Q25

---I: What I thought was that we could do a large picture of a coke can and label

it and then talk about the different parts. Look, I’ve done a rough picture
here.

D: OK, so where shall we start?

I: Well, the lid is complicated. Let’s start with the body first. I’ll do a line from
the centre of the can ... like this ... and label it “body “. What does it say?

D: It”s made of aluminium, of course, and it’s thicker at the bottom. Q26

I: Right, so that it can take all that pressure.

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D: And then I think you should draw another line from the body for the label.

I: Right “label”. The aluminium is ironed out until it’s so thin that it produces Q27

what does it say?

D: “A reflective surface suitable for decoration.”
I: That’s right apparently it helps advertisers, too.
D: Yes, because it’s so attractively decorated.
I: Good … and then there’s the base.

D: Yes, it says the bottom of the can is shaped like a dome so that it can resist Q28

the internal pressure.

I: That’s interesting. I didn’t know that.

D: Nor did I. OK, so going up to the lid … there are several things we can label

here. There’s the rim around the edge which seals the can.

I: Got that. And there’s a funny word for the seal isn’t there?

D: Yes, it’s a flange Q29

I: What does it say about it?

D: Well, the can’s filled with coke or whatever and after that the top of the can
is trimmed and then bent over to secure the lid.

I: That’s right, it looks like a seam. We could even do a blow-up of it like this
F-L-A-N-G-E ...

D: Yes, that would be clearer. I think we should label the lid itself and say that

it constitutes twenty five percent of the total weight. Q30

I: Twenty-five percent … so it’s stronger than the body of the can.

D: So to save money, manufacturers make it smaller than the rest of the can!
I: Didn’t know that either ... so how do we open a can of coke?

D: Mmm … first of all there’s the tab which we pull up to open the can and
that’s held in place by a rivet.

I: Mmm … I think that’s too small for us to include.

D: I agree, but we can talk about it in the presentation. We can show the

opening though Q31

I: That’s the bit of the can that drops down into the drink when we pull the
tab.

D: Yeah, hopefully. Sometimes the tab just breaks off.
I: I know.

D: Anyway the opening is scored so that it pushes in easily but doesn’t detach
itself.

I: OK, we can show that by drawing a shadow of it inside the can, like this I’ll
label it scored opening. Great … well, I think we’ve got the basis of a really
interesting presentation. Let’s go and photocopy the article.

D: Fine. I’ll take it home and study it some more.

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Practice Test 4

SECTION 4

Lecturer:

Good morning and welcome to the University’s Open Day and to our mini-lecture
from the Sports Studies department. Now the purpose of this lecture is twofold:

one — we want you to experience a university lecture, to give you a taste of what Q32

listening to a university lecture is like, and two — we want you to find out

something about the Sports Studies program at this university. So feel free to ask Q33

any questions during the talk and I’ll do my best to answer them.

Right — so what does a course in Sports Studies involve? Well, you wouldn’t be
blamed for not knowing the answer to this question because Sports Studies as a
discipline is still comparatively new. But it’s a growing area and one which is now
firmly established at our university.

Now there are three distinct strands to Sports Studies and you would need to
choose fairly early on just which direction you wanted to follow. And I’ll just run
over these now. Firstly, we’ve got the Sports Psychology strand, secondly, we’ve

got the Sports Management strand, and last, but not least, there’s the Sports Q34

Physiology strand. So Just to recap there’s Sports Psychology, Sports Management,
and Sports Physiology.

Let’s look first at Psychology. Now the people who study Sports Psych want to

work with top athletes, and they’re looking at what will take those athletes that Q35

one percent extra. What makes them win? When all other things are equal, Q36
 physically all other things are equal, they want to know … what are the mental

factors involved? The Sports Psychologist works closely with the athlete through
his or her training program and becomes an integral part of the team. In fact you
could say that they play just as important a role as the coach. So if you’re
interested in what makes people win this could be the area for you.

Now secondly, we’ve got the strand which I referred to as Sports Management
and this goes hand in hand with the area of Sports Marketing. So you might like
to think of this area as having two branches: Management and Marketing. On the
Management side we look at issues relating to the running of sports clubs,
management of athletes that sort of thing. But then on the other side, we’ve got
Sports Marketing. And this is the side that interests me more because here we will

look at the market forces behind sport. Questions like: why do people spend their Q37

money on a football match, or a tennis game rather, than say on buying a CD or
going to the cinema? What are those market forces?

Sport used to just compete with sport. Nowadays it competes with other leisure

activities. The spectators go to sport to be entertained rather than out of loyalty to Q38

a team. They want to have an evening out and they don’t want the cheap seats any

more they want good seats they want entertainment. And the professional Q39

sportsmen and women respond to this without question. They’re there to give a
performance. They provide the entertainment. So in the marketing course we
address all these commercial issues and we look at how this hooks back into the
Management of sport.

Now the third branch of Sports Studies sometimes comes under another name

and is also known as Exercise Science. And again here we find that there are two Q40

distinct types of exercise science. The first is working very much at the macro level.

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measurements, all that sort of thing. But the more interesting side of sports Q41

physiology, at least in my view, is the side that looks at the micro level, looking at

cellular change. They’re doing cellular research, looking at changes in body cells Q42

when the body is under stress.

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Answer keys

PRACTICE TEST 1

LISTENING

Section 1

1 A

2 C

3 D

4 D

5 C

6 Prescott (must be correct spelling

with capital “P”)

7 41

8 Fountain (must have capital “F”)

9 752239

10 £65

Section 2

11 E

12 F

13 H

14 $250 million
15 roads//road system
16 too late

17 school children//boys

18 3

19 boats//pleasure crafty/boats and
pleasure craft

20 pilot

21 (musical) instruments

Section 3

22 A

23 B

24 C

25 A

26 talk//give a talk
27 write up work
28 can choose
29 open book
30 closed reserve

31 vocational (subjects)//(preparing for)
work/employment

Section 4

32 B

33 C

34 history and economics

35 (meeting) deadlines (for essays)
36 attendance

37 B

38 C

39 B

40 D

41 A





in

any
order

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PRACTICE TEST 1

READING

READING PASSAGE 1 A spark, a flint: How fire leapt to life

Questions 1-8

Questions 9-15
Suggested approach

• Read the task rubric carefully. In this task you
have to decide which match is being described
in each question.

• Decide what information is best to skim for in
the passage: the type of match or the

description. In this question it is best to skim
for the types of match as these are names, some
of which are in italics, they are easier for you to
pick out.

• Skim through the text until you find match A,
the Ethereal Match.

• Read that section of the text and underline any
important features of this match.

• Read through the descriptions and write A next

If you think there is more than one possible
description for the match, note A next to both.
(The rubric states that you may use any match
more than once. )

• Towards the top of the second page of the text
it states that the Ethereal Match consisted of a
“sealed glass tube”, so A is the answer to
question 14. Note that the description is
expressed differently from the text. Sometimes

you have to match the meaning rather than the
words.

• If you think none of the descriptions fits this
type of match, go on to the next the rubric also
states that there are not enough descriptions to
fit all the matches.

Questions Task Skills tested

1-8 Gap fill summary • skimming for information

• detailed understanding of a section of text
• ability to paraphrase/re-word original text

9-15 Matching (items to
descriptions)

• skimming for specific information
• understanding description/characteristics
• understanding paraphrase

Question Answer
1 preserve
2 unaware
3 chance
4 friction
5 rotating
6 percussion
7 Eskimos

8 despite
Question Answer
9
10
11
F
D
E

14 A “… a sealed glass tube …”

12 C “The first matches resembling
those used today …”

13 G “… a brewery had the novel
idea of advertising …”

Location of answer in text

“… the red phosphorus was
non toxic”

“… three years later it was
copied …”

“… since white phosphorus is
a deadly poison …”

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rocket-Question Answer Location of answer in text
26 A “… 10,000 is a serious

underestimate of the total
number of places

masquerading as zoological
establishments.”

27 D “One would assume that the
calibre of these institutions
would have been carefully
examined but …”

28 E The last two paragraphs of the
text but in particular: “Today
approximately 16 species
might be said to have been
“saved” by captive breeding
programmes, although a
number of these can hardly be
looked upon as resounding
successes.”

Practice Test 1

READING PASSAGE2 Zoo conservation programmes

Questions 16-25

Questions 26-28

Suggested approach

• Read the task rubric carefully. Only three of the
factors in the list are correct. The correct
factors explain why the author doubts the value
of the WZCS document.

• Scan the text and mark the section that
discusses the accuracy/value of theWZCS
document. This is from the third paragraph
onwards.

• Read through the list of factors to familiarise
yourself with it.

• Begin reading the third paragraph more
carefully, looking for phrases that signal that
the writer is going to discuss something that is

'This is probably the document's first failing …'
You can infer from what the writer

then states, that A is one of the correct factors.
• Re-read the list of factors from B-F.

• Continue reading the text, looking for other
signals.

• Select the two other correct factors.

Remember that if you put more than one factor
beside each question number on your answer
sheet, you will not get any marks. However the
three correct answers can be written down in
any order.









 in
any
order

Questions Task Skills tested

16-22 Yes, No, Not Given • skimming for detailed information
• identifying attitude and opinion
• understanding gist and paraphrase

23-25 Multiple choice • skimming for factual information
• identifying main and supporting points
• understanding attitude

26-28 Selecting factors • skimming/scanning for specific information
• identifying main ideas

• understanding paraphrase and inference

Answer
YES
YES
NOT GIVEN
NO
NO
NOT GIVEN
YES
B
Question
16
17
18
19
20
21
22
23
C
A
24
25

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READING PASSAGE 3 Architecture

Questions 29-35

Questions 36-40

Suggested approach

• Read the task rubric carefully. You have to
decide which effect arose from each cause.
• Decide which list you should work from. In

this case it is better to work from List A as you
must find an effect m List B for every question.
The causes also come first chronologically in
the cause/effect relationship: List B contains
results of List A.

• Read through List B to familiarise yourself
with it.

• Read item 36.

• Skim through the passage until you locate the
information in the text.

• Read this section of the text in detail noting any
effects of 36.

• Read through List B again.

• Select the effect of question 36. If you think
there is more than one effect, mark both and

only one answer is correct.

• In the third paragraph it states that the
increase in urban populations “helped to turn
parts of cities into slums”. So the answer to
question 36 is G.

• Repeat this procedure with items 37-40.

Questions Task Skills tested

29-35 Completing a table • following a chronological account
• skimming for specific information
• noting main ideas

36-40 Matching (causes to
effects)

• skimming/scanning for information
• understanding cause and effect relationships
• understanding paraphrase

Answer

timber and stone
Modernism
International style
preservation
High-Tech
Question

29
30
31
33
34

badly designed buildings//multi-storey
housmg//mass-produced, low-cost
high-rises

32

co-existence of styles//different styles
together//styles mixed

35

Question Answer Location of answer in text

39 C “Many of these buildings …
have since been demolished.”

40 D “They originated in the US …
to help meet the demand for
more economical use of land.”

36 G “Such rapid and uncontrolled
growth helped to turn parts of
cities into slums.”

37 F “These were stripped of
unnecessary decoration that
would detract from their
primary purpose — to be used
or lived in.”

38 H “But the economic depression
prevented their ideas from
being widely realised until the
economic conditions

improved …”

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Practice Test 2

PRACTICE TEST 2

LISTENING KEYS

Section 1

1 student accommodation/hostel

2 awful food

3 not friendly//kept to themselves (do not
accept “lonely”)

4 lecturers (too) busy

5 regular meetings//meetings with

lecturers//fortnightly meetings

6 family//homestay

7 lot of noise//children made noise//difficult
to study

8 student house

9 (Bachelor of) Computing

10 reserve computer time

Section 2

11 mountain

12 quality

13 $2,000

14 short/casual rides

15 town riding//shopping

16 serious touring

17 similar//almost the same

18 better quality (components)

19 buying clothes

20 frame

Section 3

21 B

22 C

23 D

24 B

25 one bunch

26 15 months

27 uphill//on hillsides

28 lots of/plenty of water

29 plastic bags

30 bananas/ones (to) ripen

31 C

32 D

Section 4

33 B

34 D

35 C

36 cooking

37 (regular) daily intake

38 (a) variety

39 the dark//the fridge//a cool place//a dark
place

40 eat in moderation//not too much

41 eat lots//eat most





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READING

READING PASSAGE 1 Right and left-handedness in humans

Questions 1-7

Suggested approach

• Read the task rubric carefully. You have to
match the opinions with the people who express
them in the text.

• Read through the list of opinions to familiarise
yourself with it.

• In this case it is probably best to skim through
the text looking for names as these are easy to
identify. So skim through the text until you
come to the first name: Professor Turner.
• The text states in the first paragraph that

Professor Turner has studied left-handedness. It
goes on to say that he noted a “distinctive
asymmetry” in the human population.

• Skim through the list of opinions again Number
7 states “Asymmetry is a common feature of
the human body”. So the answer to question 7
is E.

• Continue this procedure with the rest of the
text. Note that the opinions in the questions are
expressed differently from the text. This is
known as “paraphrasing”. It means that you

will have to match the meaning rather than the
exact words

Questions 8-12

Questions Task Skills tested

1-7 Matching (people to
opinions)

• skimming/scanning for information
• understanding gist and paraphrase

8-10 Completing a table • skimming for factual information

11-12 Multiple choice • skimming/scanning for information
• identifying main and supporting points
• understanding paraphrase

• making inferences

Question Answer Location of answer in text
1
3
5
B
C
A

“… evolution of speech went

with right-handed preference.”
“… there are more left-handed
males than females.”

3rd and 4th sentences of
paragraph 3

2 D gist of final paragraph

4 B “… if a left handed person is
brain damaged in the left
hemisphere the recovery of
speech is quite often better …”

6 C “… discovered that the
left-right asymmetry exists before
birth.”

7 E “He noted that this distinctive
asymmetry in the human
population is itself systematic.”

Answer
15-20%
40%
6%
D
B
Question
8

9
10
11
12

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Practice Test 2

READING PASSAGE 2 Migratory beekeeping

Questions 13-19

Suggested approach

• Read the task rubric carefully. You have to
complete the flow chart of the movements of a
migratory beekeeper.

• Read through the flow chart to familiarise
yourself with it.

• Scan the text and note the section that
discusses the beekeepers’ movements. In this
case, the information is scattered throughout
the text, so it is important to have a good idea
of what you are looking for.

• Go back to the first box in the flow chart. Note
that this box focuses on the start of migration.
• Re-skim the text until you come to this

information. It is cued in the fourth paragraph:
“By early March …”

• The flow chart will express the movements
differently from the text. This is called
“paraphrasing”. The fourth paragraph is all
about the beekeepers’ preparations. So the
answer to item 13 is “prepare”.

• Go on to item 14. Remember that you will not
use all the words in the box, and although
some of the words in the box may seem to fit
in the gaps, they have an incorrect meaning.
Your summary must be an accurate reflection
of what is stated in the passage.

Questions 20-27

Questions Task Skills tested

13-19 Completing a flow
chart

• following a sequence of events
• scanning/skimming for information
• understanding gist and paraphrase

20-23 Labelling a diagram • skimming for factual information

• understanding description and relationships

24-27 Yes, No, Not Given • skimming for factual information
• understanding gist and paraphrase

14 full “These are not moved in the
middle of the day because too
many of the bees would end up
homeless.”

Question Answer Location of answer in text

15
16
17
18
19
smoke
charge
machines
combs
split

“… bees can be pacified with a
few puffs of smoke …”
“… the beekeeper will pay the
farmer to allow his bees to feed
paraphrase of “uncapper” and
“carousel”

“… centrifugal force throws

the honey out of the combs .”
“… a healthy double hive can
be separated into two boxes.”

13 prepare gist of paragraph 4

Answer

(hexagonal) cells//comb
frames (of comb)
screen
brood chamber
NOT GIVEN
YES
YES
NO
Question
20
21
22
23
24
25
26
27

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READING PASSAGE 3 Tourism

Questions 28-37

Questions 38-41

Suggested approach

• Read the task rubric carefully. By choosing the
correct phrase A-H, you will make summary
points of the information given in the passage.
• It is obviously best to work from the questions

as these are the start of each sentence.
• Read through item 38.

• Read through the list of phrases to familiarise
yourself with them.

• Skim through the passage looking for key
words that indicate that the information in
question 38 is going to be discussed. For item
38, this occurs in paragraph B. In the middle of
the paragraph you read: “… the

popular concept of tourism is that …’. But to

understand the entire point you will have to
read the whole paragraph and take the gist. This
is best summarised in the second sentence of
the paragraph: “It is one manifestation of how
work and leisure are organised as separate and
regulated spheres of social practice in “modern”
societies.’ So the answer to question 38 is D.

• Go on to item 39 and repeat this procedure.

Question Answer Location of answer in text
38 D “It is one manifestation of how

work and leisure are organised
as separate and regulated
spheres …”

39 B “Such anticipation is
constructed and sustained
through a variety of non tourist
practices, such as film TV …”

40 F “The viewing of these tourist
sites often involves … a much
greater sensitivity to visual
elements of landscape or
townscape than is normally
found in daily life .”

41 H “… the mass tourist travels in
guided groups and finds
pleasure in inauthentic,
contrived attractions …”

Answer
iii
v
iv

vii
viii
NO
YES
NOT GIVEN
Question
28
29
30
31
32
33
34
35
YES
NOT GIVEN
36
37

Questions Task Skills tested

28-32 Paragraph headings • detailed reading

• identifying main ideas/themes/topics
• understanding gist

33-37 Yes, No, Not Given • skimming for detailed information
• understanding paraphrase and gist
• identifying attitude and opinion

38-41 Matching phrases • skimming/scanning for detail
• understanding paraphrase and gist
• making inferences

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Practice Test 3

LISTENING

Section 1

1 B

2 D

3 C

4 A

5 Richard Lee (must have correct spelling of
“Lee “ and capitals)

6 30 Enmore Road (must have correct
spelling and capitals)

7 Newport (must have correct spelling and
capital “N”)

8 Architecture

9 LJX 058K

10 Ford

11 C

12 (on the) (front) window/windscreen

Section 2

13 November 1991

14 (historic) ships

15 green arrows

16 information desk

17 stairs to climb//lots of stairs

18 every hour

19 Captain Cook

20 the sea

21 Australian artists/painters

22 $70

23 souvenirs

PRACTICE TEST 3

Section 3

24 B

25 C

26 D

27 A

28 law has changed//law changes//changes in
law

29 (powerful) computer programs

30 from home (computer)

31 hotels/hotel beds/rooms

32 hire cars

Section 4

33 displays//products//displays and products

34 (hidden) TV cameras

35 recorder//recording

36 “Spaceman”

37 position//shelf//spot//place

38 walk (straight/right) past // ignore//pass

39 at eye level//near customers’ eyes

40 hotspots

41 special offers

42 chocolates

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READING

READING PASSAGE 1 Spoken corpus comes to life

Questions 1-6

Questions 7-11

Suggested approach

• Read the task rubric carefully.

• Note that you must use a maximum of three
words but that these do not have to be taken
from the passage. Note also that you need to

focus on particular paragraphs.

• Scan the diagram carefully and make sure you
understand it. You have already read the
passage once so you should realise that the
diagram summarises most of the information in
the passage.

• Look at item 7. This box describes an input into
the Language Activator that is not part of the
Spoken Corpus. Skim through the passage to
find out what other kind of information is going
into the Language Activator.

• The answer occurs at the beginning of
paragraph C although it is helpful to read
paragraph B too. An existing written corpus has

• Repeat this procedure with the rest of the
questions.

Question Answer Location of answer in text
7 existing “This has been the basis —

along with the company”s
existing written corpus …”

8 (related)
phrases

“… key words … are followed
by related phrases …”

9 meanings
//forms

gist of paragraph D

10 spoken//
real//oral

“… written English works in a
very different way to spoken
English.”

11 noise//
pauses//
noises and
pauses

“It also reveals the power of
the pauses and noises we use to
play for time, convey emotion
doubt and irony.”

12 B
Answer
vi
ii
x

viii
iv
ix
Question
1
2
3
4
5
6

Questions Task Skills tested

1-6 Paragraph headings • detailed reading

• identifying main ideas/themes/topics
• understanding gist

7-11 Labelling a diagram • locating specific information
• understanding a process
• understanding paraphrase

• distinguishing examples from main ideas

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Practice Test 3

READING PASSAGE 2 Moles happy as homes go underground

Question 13-20

Questions 21-26

Suggested approach

• Read the task rubric carefully. Note that you

must use a maximum of three words for each
answer, but that these do not have to be taken
from the passage.

• You can take a straightforward approach to this
set of questions as the items are not dependent
upon each other.

• Read question 21 and note that you need to
complete the sentence with the reason why
developers prefer mass-produced housing.
• Skim through the text for a reference to

developers and/or mass produced housing.
• This information is located in paragraph F.

Here you will read the sentence: “In Europe the
obstacle has been conservative local authorities
and developers who prefer to ensure quick sales
with conventional mass produced housing.”
• From this sentence you can understand that the

reason why they prefer such housing is because
it sells quickly.

• Read question 21 again remembering that you
have to complete the sentence using a

grammatically correct form of the answer. In
this case, “sell quickly” is the best answer.
• Repeat this procedure with items 22-26.

Question
21
22
23
24
25
26
Answer
xi
ix
viii
v
i
vii
iii
iv
Question
13
14
15
16
17

18
19
20

Questions Task Skills tested

13-20 Paragraph headings • detailed reading

• identifying main ideas/themes/topics
• understanding gist

21-26 Sentence completion • skimming for factual information
• understanding description
• understanding paraphrase

Location of answer in text

“In Europe the obstacle has
been … developers who
prefer to ensure quick sales
with conventional
mass-produced housing.”
“… the Dutch development
was greeted with undisguised
relief by South Limburg
planners …”

“It was … Hurkmans who hit
on the idea of making use of
noise embankments …”

“… the Olivetti centre in
Ivrea … forms a house/hotel
for Olivetti employees.”
gist of paragraph H cued by
“Not everyone adapts so well
…”

“Their home evolved when
he dug a cool room for his
bakery business in a hill he
had created.”
Answer
sell (more)
quickly
(South
Limberg)
planners
(road/noise)
embankments
Olivetti
employees
adapt to
his bakery
busmess//a
cool room

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Answer
C
A
B

D
F
G
Question
33
34
35
36
37
38

READING PASSAGE 3 A workaholic economy

Questions 27-32

Suggested approach

• Read the task rubric carefully. Note that you
have to make a judgement about the writer’s
views.

• Note, also, the difference between NO (which
contradicts the writer’s views) and NOT
GIVEN (which means that the writer doesn’t
mention this at all).

• Read question 27. You have to decide whether
the writer states that employees have fewer
working hours today (compared with the past).
• Skim through the passage to see if you can

come across this information or any
contradictory information.

• The first paragraph states that working hours
were reduced after the industrial revolution.
However in the second paragraph, the writer
states that “… working hours have increased
noticeably since 1970 …” and if you read on
this fact is reiterated. So the statement (Q27)
actually says the opposite of what the writer
says. The answer to question 27 is therefore
NO.

• Go on to item 28 and repeat this procedure.

Questions 33-38





 in
any
order

Question Answer Location of answer in text
27 NO “… working hours have

increased noticeably since

1970 …”

28 NOT

GIVEN

29 YES “… real wages have stagnated
since that year (1970).”

30 NO “… the current economic
recovery has gained a certain
amount of notoriety for its
«jobless» nature.”

31 YES “She cites … studies that show
increased productivity for part
time workers …”

32 NOT

GIVEN

Questions Task Skills tested

27-32 Yes, No, Not Given • skimming for detailed information
• understanding gist and paraphrase
• identifying attitude and opinion

33-34 Multiple choice • skimming for information
• identifying opinion

• understanding paraphrase

• distinguishing between main and supporting points

35-38 Selecting factors • skimming for specific information
• making inferences

• understanding paraphrase

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Practice Test 4

PRACTICE TEST 4

LISTENING

Section 1

1 C

2 A

3 B

4 D

5 D

6 Julia Perkins (must be correct spelling
with capital letters)

7 15 Waratah Road (must be correct

spelling of Waratah with capital letter)

8 Brisbane (must have capital letter)

9 to be advised//not connected//no phone//
none (blank not acceptable)

10 first year Law (must have all three words)

11 C

12 D

Section 2

13 Hope Street (must have capitals)

14 evidence

15 passport

16 current/student (account)

17 chequebook

18 withdraw//draw (out)//take out

19 directly from//right out of

20 permission of/from bank

21 4.30 pm or/to 5 pm

Section 3

22 300 million

23 paper clips

24 magazine pages//pieces of paper//pages

25 three times

26 thicker

27 label

28 (a) dome

29 flange (correct spelling)

30 25%

31 scored opening

Section 4

32 a university lecture

33 Sports Studies (programme)

34 management

35 top athletes

36 makes winners//makes them/people win

37 market forces

38 (other) leisure activities

39 entertainment//to be entertained

40 exercise science

41 fitness testing//body measurements

42 cellular research//cellular change//body
cells

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READING

READING PASSAGE 1 Glass

Questions 1-5

Suggested approach

• Read the task rubric carefully. You have to
decide which heading best fits each paragraph

in the passage.

• Read paragraph A and look at the example.
• Skim through the list of paragraph headings to

familiarise yourself with them.

• Read paragraph B and underline parts that are
relevant to the main focus of the paragraph.
• Paragraph B begins “On the horizon”

suggesting that it is going to discuss a future
use of glass. It goes on to discuss fibre optics
and how they could be used in the future to
improve optical instruments. Phrases such as
“could function hundreds of times faster” and
“the surge in fibre optic use” all indicate that
this paragraph is about “Exciting innovations in
fibre optics”. So viii is the heading for

paragraph B.

• Go on to paragraph C.

• If you think there is more than one possible
heading for a paragraph, re-read the paragraph
and try to decide which heading is most
appropriate.

• If you cannot decide go on to the next

paragraph — you can come back to any
questions that you can’t do, later.

Questions 6-13

Answer
Question

molten glass//ribbon of glass//molten
glass ribbon

6

belt of steel//steel belt//moving belt

7
(lightbulb) moulds
8
A
B
A
C
A
9
10
11
12
13

Question Answer Focus of paragraphs

1 viii The future of fibre optics and

the excitement felt about this.

2 i The increase in trade for glass
artists.

3 ix The impact of a machine for
glass objects made in 1920.

4 iii Reasons why glass is so easy
to shape.

5 vi The future with glass for
designers of buildings and
homes.

Questions Task Skills tested

1-5 Paragraph headings • reading for detail

• identifying main ideas/themes/topics
• understanding gist

6-8 Labelling a diagram • following a description of a process

9-13 Classification • skimming/scanning for specific information
• understanding gist and paraphrase

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Practice Test 4

READING PASSAGE 2 Why some women cross the finish line ahead of men

Questions 14-23

Questions 24-27

Suggested approach

• Read the task rubric carefully. Note that you
must use a maximum of three words for each
answer.

• You can take a straightforward approach to this
set of questions.

• Read question 24. Note that it makes reference
to the annual survey.

• Skim through the text until it discusses an
annual survey. This is in paragraph D.
• Look for a comment on changing numbers of

female managers or directors. In the text the
survey is quoted as showing a “doubling of the
numbers”. Thus the change referred to in the
question is the fact that the numbers have
doubled.

• Read the question again to make sure you give

case, the best answer would be “it has doubled’
although “double” alone would be acceptable
because it is an understandable response to the
question.

• Repeat this procedure with questions 25 to 27.

Questions Task Skills tested

14-19 Identifying paragraphs • skimming for detailed information
• understanding paraphrase and summary

20-23 Matching • skimming/scanning for speakers and information
• understanding gist and paraphrase

24-27 Short-answer questions • skimming for specific information
• identifying question focus

Answer
E
G
A
C
F
D
A
S
Question
14

15
16
17
18
19
20
21
M
S
22
23
Question
24
25
26
27

Location of answer in text

“This year the survey shows
a doubling of the number of
women serving as
non-executive directors …”
“Sears said that this
(de-layering) has halted progress
for women …”

“Demographic trends
suggest that the number of
women going into

employment is steadily
increasing.”

“Until there is a belief
among employers until they
value the difference nothing
will change.”
Answer
(it has)
double(d)//
doubling
de-layering
demographic
trends
employers

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READING PASSAGE 3 Population viability analysis

Questions 28-31

Questions 32-35

Suggested approach

• Read the task rubric carefully. Note that these
questions are based on Part B of the reading
passage. You will have to decide which
paragraphs in this part cover which processes.
• Note that there are two extra processes which
are not described. The extra processes will be

close to the correct answers but not correct.
Read the text carefully so that you do not fall
into any traps.

• Read through the list of processes to familiarise
yourself with them.

• Read paragraph A carefully, noting any

sections that relate to the processes described in

i - vi.

• Paragraph A states that survival of a species is
largely a “matter of chance” and that not all
animals produce young at the same rate. The
meaning of this paragraph can therefore be
glossed as “the haphazard nature of

reproduction” and vi is the correct answer to
question 32.

Questions 36-39

Answer
Question

will/may not survive//will/may/could
become extinct

36

locality//distnbution
logging takes place/occurs
B
37
38
39
Answer
YES
NO
NO
NOT GIVEN
Question
28
29
30
31

Question Answer Focus of paragraph

32 vi The fluctuation in reproduction
rates.

33 iii The problems of having a
small or unequal number of
one sex.

34 i The effect on survival of an
animal’s ability to adapt to

changes and therefore avoid
extinction.

35 ii The fluctuating environment in
Australia, e.g. fire, flood and
drought.

Questions Task Skills tested

28-31 Yes, No, Not Given •skimming for detailed information
• understanding gist and paraphrase
• identifying opinion

32-35 Matching (processes to
paragraphs)

• detailed reading

• identifying main and supporting points
• understanding gist and paraphrase

36-38 Sentence completion • skimming for information
• understanding paraphrase

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GENERAL TRAINING

General Training

Questions 9-14

Suggested approach

• Read the task rubric carefully. Only one option
(A-D) is correct in each case.

• Read question 9 and the four options.
• Scan the headings in the text to see if any of

them are about seating on the coach. The
section entitled “Seat Allocation” refers
specifically to this.

• Skim through that section of the text and find
out what you have to do if you want to sit at the
front of the coach.

• This paragraph focuses entirely on the
importance of booking early if you want a

READING MODULE

PART 1

Questions 1-8

Although all the other options are possible,
only C is stated in the text.

• Repeat this procedure with questions 10-14.

Questions Task Skills tested

1-4 Matching (pictures to
text)

• detailed understanding of a section of text
• understanding description of parts and their uses
• identifying pictorial representation of text

5-8 Short-answer questions • skimming for specific information
• understanding description/characteristics
• understanding paraphrase

9-14 Multiple choice • skimming/scanning for specific information
• understanding paraphrase

• distinguishing between main and supporting points

Answer
D
A
C
E
distilled (water)
the (type of) fabric

turn up/increase temperature
calcium deposits//furring up

Question

1
2
3
4
5
6
7
8

Question Answer Location of answer in text
9 C “Requests for particular seats

can be made on most coach
breaks when booking …”

10 D “… air or boat tickets may
have to be retained and your
driver or courier will then issue
them to you at the relevant
point.”

11 C “If you require a special diet
you must inform us at the time
of booking …”

12 A “Other coach breaks have a
limited number of rooms with
private facilities … the
supplementary charge shown
in the price panel will be added

to your account.”

13 B “The … entertainment …
could be withdrawn if there is
a lack of demand …”

14 B “… a small holdall can also be
taken on board the coach.”

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PART 2

Question 15-21

Questions 22-29

Suggested approach

• Read the task rubric carefully. Note that you
have to make a judgement about the list of
statements.

• Note the difference between information that is
false (i.e. the passage says the opposite) and
information that is not given (i.e. not stated in
the passage at all).

• Read question 22. This statement is about
overnight accommodation.

• Scan the paragraph headings for a reference to

accommodation. The first heading is

“Accommodation”

• Skim through this section of the text to see if
there is any information about how long you
can stay at the club for. At the end of the
section it states: “long and short stays
welcomed”. So the answer to question 22 is
True.

• Repeat this procedure with questions 23-29.

Question Answer Location of answer in text
22 T “long and short stays

welcomed”

23 F “You can join the Club … for
up to one year at a time.”

24 NG

25 T Gist of last part of Membership
section.

26 T “Thanks to the support of STA
travel … International Students
House now provides the
services of an International

Students Adviser.”

27 NG

28 NG

29 F “… the club will be offering
reduced accommodation rates
for students wishing to spend a
few days in London over
Christmas.”
Answer
E
D
A
E
A
B
F
Question
15
16
17
18
19
20
21

Questions Task Skills tested

15-21 Matching (requirements
to clubs)

• skimming/scanning for specific information
• understanding paraphrase

• making inferences

22-29 True, False, Not Given • skimming/scanning for specific information

• distinguishing between what is clearly stated and what is
not stated.

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General Training

PART 3

Questions 30-36

Suggested approach

• Read the task rubric carefully.. You have to
complete the summary by filling in the spaces
with words from the passage. The words must
fit in meaning and also be grammatically
correct.

• Read the summary to familiarise yourself with
it. It may be possible to find words without
reading the original text, but if you do this you

may pick words which are not in the text, in
which case your answer will be incorrect. So
you must look for a word within the passage
which has the right meaning and which is the
correct part of speech for the space.

• Read the first item in the summary.

• Look at the text and see if you can find the
same information there. For item 30, the first
sentence discusses the qualities of paper that
make it different from other waste products.
The text states that paper comes from a
“sustamable resource”. So “sustamable” is a
correct answer.

• Sometimes there are alternative answers that
are correct in this type of question. For item 30,
“replaceable” is also a possible answer because
it says a little further on in the text, “trees are
replaceable”.

• Note however that “renewable” is not an
acceptable answer because although it is a
synonym and makes sense, it is not in the
original text.

Questions 37-41

Question

30

Location of answer in text

“Paper … comes from a
sustamable resource …”

Answer

sustamable//
replaceable

31 “Paper is also

biodegradable, so it does
not pose as much threat to
the environment when it is
discarded.”

biodegradable

32 “… the rest comes directly
from virgin fibre …”
virgin fibre/

pulp

33 “Governments have
encouraged waste paper
collection and sorting

schemes …”

governments
//the
government

34 “… advances in the
technology required to
remove ink …”
advances

35 “We need to accept a
change in the quality of
paper products”
quality

36 “… it also needs to be
sorted from contaminants
contaminants

Answer

offices
sorted
(re)pulped

de-ink/remove ink//make white
refined
Question
37

38
39
40
41

Questions Task Skills tested

30-36 Summary completion • skimming for information
• understanding paraphrase
• rewording text

37-41 Flow chart completion • skimming for specific information
• following a process

• summarising ideas

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WRITING: MODEL ANSWERS

ACADEMIC WRITING MODULE

Practice Test 3, Writing Task 1

You should spend about 20 minutes on this task.

The chart below shows the amount of money per week spent on fast foods
in Britain. The graph shows the trends in consumption of fast-foods.
Write a report for a university lecturer describing the information shown
below.

You should write at least 150 words.

Model answer 165 words

The chart shows that high income earners consumed considerably more fast
foods than the other income groups, spending more than twice as much on
hamburgers (43 pence per person per week) than on fish and chips or pizza
(both under 20 pence). Average income earners also favoured hamburgers,
spending 33 pence per person per week, followed by fish and chips at 24 pence,
then pizza at 11 pence. Low income earners appear to spend less than other
income groups on fast foods, though fish and chips remains their most popular
fast food, followed by hamburgers and then pizza.

From the graph we can see that in 1970, fish and chips were twice as popular as
burgers, pizza being at that time the least popular fast food. The consumption of
hamburgers and pizza has risen steadily over the 20 year period to 1990 while the
consumption of fish and chips has been in decline over that same period with a
slight increase in popularity since 1985.

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Answer keys

It has often been said that “Good news is bad news” because it does not sell
newspapers. A radio station that once decided to present only good news soon
found that it had gone out of business for lack of listeners. Bad news on the other
hand is so common that in order to cope with it, we often simply ignore it. We have
become immune to bad news and the newspapers and radio stations are aware of
this.

While newspapers and TV stations may aim to report world events accurately, be
they natural or human disasters, political events or the horrors of war, it is also
true that their main objective is to sell newspapers and attract listeners and

viewers to their stations. For this reason TV and radio stations attempt to reflect
the flavour of their station by providing news broadcasts tailor-made to suit their
listeners’ preferences. Programmes specialising in pop music or TV soap operas
focus more on local news, home issues and up-to-date traffic reports. The more
serious stations and newspapers like to provide “so called” objective news reports
with editorial comment aimed at analysing the situation.

If it is true, then, that newspapers and TV stations are tailoring their news to their
readers’ and viewers’ requirements, how can they possibly be reporting real
world events in an honest and objective light? Many radio and TV stations do, in
fact, report items of good news but they no longer call this news. They refer to
these as human interest stories and package them in programmes specialising,
for instance, in consumer affairs or local issues. Good news now comes to us in
the form of documentaries the fight against children’s cancer or AIDS, or the
latest developments in the fight to save the planet from environmental pollution.

Practice Test 3, Writing Task 2

You should spend about 40 minutes on this task.

Present a written argument or case to an educated reader with no specialist
knowledge of the following topic:

News editors decide what to broadcast on television and what to
print in newspapers. What factors do you think influence these
decisions? Do we become used to bad news? Would it he better if
more good news was reported?

You should write at least 250 words.

Use your own ideas knowledge and experience and support your arguments with
examples and relevant evidence.

Model answer: 300 words

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GENERAL TRAINING WRITING MODULE

Writing Task 1

You should spend about 20 minutes on this task.

You have had a bank account for a few years. Recently you received a
letter from the hank stating that your account is $240 overdrawn and that
you will he charged $70 which will he taken directly from your account.
You know that this information is incorrect.

Write a letter to the bank. Explain what has happened and say what you
would like them to do about it.

You should write at least 150 words.

You do NOT need to write your own address.
Begin your letter as follows:

Model answer 186 words

Dear Sir,

I am writing in reply to a letter I received from you a few days ago. In your letter
you state that I am $240 overdrawn and that you will be charging me $70.

I would like to point out that the reason I am overdrawn is because of a mistake
made by your bank. If you look through your records you will see that I wrote
several weeks ago explaining the situation. For the last twelve months, I have
been paying $300 a month for a car I bought last summer. The monthly payments
were taken directly from my bank account. However, two months ago I sold the
car and I wrote to you instructing you to stop paying the monthly instalments. I
received a letter from you acknowledging my request, but, for some reason,
nothing was done about it. Another $300 instalment has been paid this month and
this is the reason why I am overdrawn.

I would like you to contact the garage where I bought the car explaining your
error. I would also like you to ask them to return the money.

Yours faithfully,
P Stoft

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Writing Task 2

You should spend about 40 minutes on this task.

As part of a class assignment you have to write about the following topic:

We are becoming increasingly dependent on computers. They are used in
businesses, hospitals, crime detection and even to fly planes. What things
will they be used for in the future? Is this dependence on computers a
good thing or should we he more auspicious of their benefits?

You should write at least 250 words.

Model answer 287 words

Answer keys

Computers are a relatively new invention. The first computers were built fifty years
ago and it is only in the last thirty or so years that their influence has affected our
everyday life. Personal computers were introduced as recently as the early
eighties. In this short time they have made a tremendous impact on our lives. We
are now so dependent on computers that it is hard to imagine what things would
be like today without them. You have only got to go into a bank when their main
computer is broken to appreciate the chaos that would occur if computers were
suddenly removed world-wide.

In the future computers will be used to create bigger and even more sophisticated
computers. The prospects for this are quite alarming. They will be so complex that
no individual could hope to understand how they work. They will bring a lot of
benefits but they will also increase the potential for unimaginable chaos. They will,
for example, be able to fly planes and they will be able to co ordinate the

movements of several planes in the vicinity of an airport. Providing all the

computers are working correctly nothing can go wrong. If one small program fails
— disaster.

There is a certain inevitability that technology will progress and become

increasingly complex. We should, however, ensure that we are still in a position
where we are able to control technology. It will be all too easy to suddenly
discover that technology is controlling us. By then it might be too late I believe
that it is very important to be suspicious of the benefits that computers will bring
and to make sure that we never become totally dependent on a completely
technological world.

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Cambridge IELTS 1

<b>Cambridge</b>

<b>Practice Tests for</b>

<b>IELTS</b>

<b>1</b>

<i>Vanessa Jakeman</i>

<i>Clare McDowell</i>

<b>C</b>

<b>Contents</b>

Acknowledgements

Introduction

<b>TO THE STUDENT</b>

<b>WHAT DOES THE TEST CONSIST OF?</b>

<b>HOW TO USE THIS BOOK</b>

<b>LISTENING</b>

Practice Test 1

<b>A</b>

<b>B</b>

<b>C</b>

<b>D</b>

<b>A</b>

<b>B</b>

<b>C</b>

<b>D</b>

<b>A</b>

<b>B</b>

<b>C</b>

<b>D</b>

<b>A</b>

<b>B</b>

<b>C</b>

<b>D</b>

<i><b>SECTION 2 Questions 11-21</b></i>

<i><b>SECTION 3 Questions 22-31</b></i>

C o u r s e r e q u i r e m e n t s :

•A piece of work

given topic. Students must:

<sub>for 2 5 minutes</sub>

• give to lecturer for marking

Usually

Important books are in

Focus on

<i><b>SECTION 4 Questions 32-41</b></i>

<i>The subjects taken in the first semester in</i>

<i>this course are psychology, sociology,</i>

<i><b>(34) ...………. and</b></i>

<i> .……...………. .</i>

<i>Students may have problems with</i>

<i><b>(35) ...………. and</b></i>

<i><b>(36) ………...………. .</b></i>

<b>READING PASSAGE 1</b>

A spark, a flint: How fire leapt to life

<b>READING PASSAGE 2</b>

<i>Zoo conservation programmes</i>

<b>READING PASSAGE 3</b>

<b>ARCHITECTURE - Reaching for the Sky</b>

<b>WRITING</b>

<b>WRITING TASK 1</b>

<b>WRITING TASK 2</b>

<b>SPEAKING</b>

<b>LISTENING</b>

Practice Test 2

Quiet

Environmental Studies

Computer room busy

There are many kinds of bicycles available:

racing

touring

<b>(11) ...</b>

ordinary

<b>They vary in price and (12) ... .</b>

<b>Prices range from $50.00 to (13) ... .</b>

<b>Single speed cycles are suitable for (14) ... .</b>

<b>Three speed cycles are suitable for (15) ... .</b>

Five and ten speed cycles are suitable for longer distances, hills

<b>and (16) ... .</b>

<b>Ten speed bikes are better because they are (17) ... in</b>

<b>price but (18) ... .</b>

<b>Buying a cycle is like (19) ... .</b>

Each banana tree produces